IB DP- Mathematics
It is a requirement of the programme that students study at least one course in mathematics. Students can only study one course out of three in mathematics. All DP
mathematics courses serve to accommodate the range of needs, interests and abilities of students, and to fulfill the requirements of various university and career aspirations.
The aims of these courses are to enable students to:
- Develop mathematical knowledge, concepts and principles
- Develop logical, critical and creative thinking
- Employ and refine their powers of abstraction and generalization.
Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.
In this article we discuss Mathematics
The IB DP higher and standard level mathematics course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.
Aims of the Course
The aims of all mathematics courses in group 5, according to the subject briefs, are to enable students to:
• Enjoy and develop an appreciation of the elegance and power of mathematics
• Develop an understanding of the principles and nature of mathematics
• Communicate clearly and confidently in a variety of contexts
• Develop logical, critical and creative thinking, and patience and persistence in problem-solving
• Employ and refine their powers of abstraction and generalization
• Apply and transfer skills to alternative situations, to other areas of knowledge and to future developments
• Appreciate how developments in technology and mathematics have influenced each other
• Appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics
• Appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives
• Appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course.
Curriculum Model Overview
Topic 1
Algebra
Reccomended teaching hours- 9/SL, 30/HL
Topic 2
Functions and equations
Reccomended teaching hours- 24/SL, 22/HL
Topic 3
Circular functions and trigonometry
Reccomended teaching hours- 16/SL, 22/HL
Topic 4
Vectors
Reccomended teaching hours- 16/SL, 24/HL
Topic 5
Statistics and probability
Reccomended teaching hours- 35/SL, 36/HL
Topic 6
Calculus
Reccomended teaching hours- 40/SL, 48/HL
Option syllabus content (HL)
Students must study one of the following options.
Topic 7
Statistics and probability
Topic 8
Sets, relations and groups
Topic 9
Calculus
Topic 10
Discrete mathematics
Reccomended teaching hours- 48/HL
Mathematical exploration
A piece of individual written work that involves investigating an area of mathematics.
Reccomended teaching hours- 10/SL, 10/HL
Assessment Model
Having followed the mathematics higher level course, students will be
expected to demonstrate the following:
• Knowledge and understanding: recall, select and use knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts.
• Problem-solving: recall, select and use their knowledge of mathematical skills, results and models in both real and abstract contexts to solve problems.
• Communication and interpretation: transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation.
• Technology: use technology, accurately, appropriately and efficiently both to explore new ideas and to solve problems.
• Reasoning: construct mathematical arguments through use of precise statements, logical deduction and inference, and by the manipulation of mathematical expressions.
• Inquiry approaches: investigate unfamiliar situations, both abstract and real-world, involving organizing and analysing information, making conjectures, drawing conclusions and testing their validity.
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