IB Diploma Mathematics: Analysis and Approaches HL

IBDP Mathematics: Analysis and Approaches identify the requirement for analytical proficiency in a society where innovation is progressively dependent on a deep understanding of mathematics. The emphasis is on developing important mathematical concepts in an understandable, logical, and careful way, achieved by a meticulously balanced approach.

The learners are encouraged to apply their mathematical knowledge to solve conceptual problems and those based on a variety of relevant contexts. Mathematics: Analysis and Approaches have a strong prominence on the ability to contrive, convey and justify correct mathematical arguments. The learners must develop perception into mathematical configuration and structure, and should be mentally enabled to appreciate and comprehend the links between concepts in different areas of a topic.

The learners are also encouraged to develop the skills needed to continue their mathematical development in other learning conditions. The internally evaluated exploration allows the learners to develop independence in mathematical learning. Throughout the course, learners are encouraged to take a contemplated approach to several mathematical activities and to investigate various mathematical ideas.

The aim of all DP mathematics courses is to prepare the learners to:

  • Develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power.
  • Have an understanding of the concepts, and principles of mathematics.
  • Communicate mathematics distinctly, concisely, and decisively in a variety of settings.
  • Improve logical and creative thinking, tolerance, and perseverance in solving different problems.
  • Utilize and polish their ability to abstract and generalize.
  • Respond to apply and relocate skills to different situations, to diverse areas of knowledge, and to future developments in their local and global communities.
  • Acknowledge how developments in technology and mathematics impact each other.
  • Appreciate the noble, ethical, and social questions arising from the work of mathematicians and the approaches of mathematics.
  • Acknowledge the contribution of mathematics to other fields, such as "areas of knowledge" in the TOK class.
  • Develop the ability to review critically their own work and that of others.
  • Individually and collectively broaden their understanding of mathematics.

Curriculum model overview:

Mathematics: Analysis and Approaches & Mathematics: Applications and Interpretation share 60 hours of common Standard level (SL) content.

Syllabus Component Recommended Teaching Hours
Number and Algebra 19 39
Functions 21 32
Geometry and Trigonometry 25 51
Statistics and Probability 27 33
Calculus 28 55
Development of investigational,
problem solving, and modelling skills and
the exploration of an area of mathematics
30 30
Total teaching hours 150 240

Assessment Model

Problem-solving is central to learning mathematics and involves acquiring mathematical skills and concepts in a broad spectrum of situations, including unfamiliar, indefinite and real-world problems.

A few assessment objectives are listed below:

1. Knowledge and understanding

Recollect, select and utilize their understanding of mathematical facts, concepts and techniques in an array of familiar and unknown contexts.

2. Problem-solving

To use their knowledge of mathematical skills in both hypothetical and real-world situations to solve problems.

3. Communication and interpretation

Convert common practical contexts into mathematics, sketch or draw mathematical diagrams and graphs both on paper and using technology; document methods, solutions, and inferences using a uniform notation; use suitable terminology.

4. Technology

Utilize technology accurately, and efficiently to explore new ideas and decipher problems.

5. Reasoning

Construct mathematical arguments through the use of exact statements, and logical conclusions and by the handling of mathematical expressions.

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