IBDP – MATHEMATICS –ANALYSIS & APPROACHES HL
The The International Baccalaureate Diploma Programme (DP) is a rigorous assessment programme for students aged 16-19. This course is well respected by universities worldwide and provides high quality education to students. It encourages students to be curious, knowledgeable, open minded, empathetic while inculcating values and attitudes in them.IBDP offers over 30 courses from six subject groups, from each of these subject groups; students have a choice to pick subjects that interest them.
Generally, three subjects are taken at the Higher Level (HL) and others are taken at the Standard Level( SL). HL subjects are studied in greater depth than SL subjects.In addition, three core elements, the extended essay, theory of knowledge and Creativity, Activity, Service are compulsory and central to the programme’s philosophy.
IBDP – MATHEMATICS –ANALYSIS & APPROACHES HL
Topic 1 – Number and Algebra
Topic 2 – Functions
Topic 3 – Geometry and Trigonometry
Topic 4 – Statistics and Probability
Topic 5 – Calculus
Mathematics: analysis and approaches curriculum overview
| Syllabus component | Recommended teaching hours (HL) |
|---|---|
| ● Number and algebra ● Functions ● Geometry and trigonometry ● Statistics and probability ● Calculus | 39 32 51 33 55 |
| Development of investigational, problem-solving and modelling skills and the exploration of an area of mathematics | 30 |
| Total teaching hours | 240 |
Assessment model:
The assessment objectives include:
- Knowledge and understanding
- Problem solving
- Communication and interpretation
- Technology
- Reasoning
- Inquiry approaches
| Type of assessment | Format of assessment | Time (hours) HL | Weighting of final grade (%) HL |
|---|---|---|---|
| External | |||
| Paper 1 | No technology allowed. Section A: compulsory short-response questions based on the syllabus. Section B: compulsory extended-response questions based on the syllabus | 2 | 30 |
| Paper 2 | Technology allowed. Section A: compulsory short-response questions based on the syllabus. Section B: compulsory extended-response questions based on the syllabus. | 2 | 30 |
| Paper 3 | Technology allowed. Two compulsory extended-response problem-solving questions. | 1 | 20 |
| Internal | |||
| Exploration | 15 | 20 |
IB DP Mathematics: analysis and approaches course recognizes the need for analytical expertise in a world where innovation is dependent on a deep understanding of mathematics. The focus is on developing mathematical concepts in a comprehensible and rigorous way, achieved by a balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems, set in a variety of meaningful contexts. This course emphasises on the ability to construct, communicate and justify correct mathematical arguments. Students develop insight into mathematical form, and should be intellectually equipped to appreciate the links between concepts in different areas. Students 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.
The aims of all DP mathematics courses are to: develop a curiosity and understanding of the concepts and principles of mathematics, communicate mathematics concisely in a variety of contexts, develop logical and creative thinking, and patience in problem solving, employ and refine their powers of abstraction and generalization, take action to apply skills to other areas of knowledge and in their communities, appreciate how developments in technology and mathematics influence each other, appreciate the moral, social and ethical questions arising from the work of mathematicians, appreciate the universality of mathematics and its multicultural, international and historical perspectives, develop the ability to reflect critically upon their own work and of others, and independently and collaboratively extend their understanding of mathematics.