Group 5


It is a requirement of the programme that the student opt at least one course in Mathematics. Three courses in Mathematics are available:

  • Mathematics: analysis and approaches SL
  • Mathematics: analysis and approaches HL
  • Mathematics: applications and interpretation SL
  • Mathematics: applications and interpretation HL

Mathematical  has an emphasis on applications of mathematics. 
It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking.

Mathematics: analysis and approaches SL / Mathematics: analysis and approaches HL / Mathematics: applications and interpretation SL / Mathematics: applications and interpretation HL

The IBDP 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.

Because individual students have different needs, interests and abilities, there are four different courses in mathematics. These courses are designed for different types of students: those who wish to study mathematics in depth, either as a subject in its own right or to pursue their interests in areas related to mathematics; those who wish to gain a degree of understanding and competence to understand better their approach to other subjects; and those who may not as yet be aware how mathematics may be relevant to their studies and in their daily lives. Each course is designed to meet the needs of a particular group of students. Therefore, great care should be taken to select the course that is most appropriate for an individual student.

In making this selection, individual students should be advised to take account of the following factors:

Their own abilities in mathematics and the type of mathematics in which they can be successful.

Their own interest in mathematics and those particular areas of the subject that may hold the most interest for them.

Their other choices of subjects within the framework of the Diploma Programme.

Their academic plans, in particular the subjects they wish to study in future.

Their choice of career. 

Curricular Objectives

  • 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.

Learning Outcomes

  • Develop interest and excitement about the subject.
  • Develop logical, critical and creative thinking and learn something new about mathematics
  • Develop patience and acceptance in practicing problems.
  • Involve student's physical, emotional and intellectual learning process.
  • Develop a skill in using a correct symbols.
  • Add variety of contexts to communicate effectively.
  • Enable solving of nature-related problems from day to day life.
  • Use of technologies to advance the progress in studies.
  • Enhance the knowledge about great mathematicians and their work.
  • Learn mathematics by games, puzzles, stories etc.
  • Encourage different approaches to problem-solving.
  • Encourage the creativity and independence of every student.
  • Bring the importance of history of mathematics.
  • Learn not only the product of mathematics but also the process of    mathematics.
  • Make problem-solving and problem posing as foci of mathematics.
  • Encourage the students to do projects in mathematics.
  • Be familiar with graphs of all functions.
  • Bring an awareness of importance of mathematics.

Teaching Methodology

Teachers are encouraged to relate the mathematics being studied to other subjects and to the real world, especially topics that have particular relevance or are of interest to their students. Everyday problems and questions should be drawn into the lessons to motivate students and keep the material relevant; suggestions are provided in the “Links” column of the syllabus. The mathematical exploration offers an opportunity to investigate the usefulness, relevance and occurrence of mathematics in the real world and will add an extra dimension to the course. The emphasis is on communication by means of mathematical forms (for example, formulae, diagrams, graphs and so on) with accompanying commentary. Modeling, investigation, reflection, personal engagement and mathematical communication should therefore feature prominently in the DP mathematics classroom

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