- The IB DP higher 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.
- 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.
- Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

- Enjoy mathematics, 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.

Topic 2: Functions and equations

Topic 3: Circular functions and trigonometry

Topic 4: Vectors

Topic 5: Statistics and probability

Topic 6: Calculus

Topic 7: Statistics and probability

Topic 8: Sets, relations and groups

Topic 9: Calculus

Topic 10: Discrete mathematics

### KNOWLEDGE QUESTIONS

- To what extent should mathematical knowledge be consistent with our intuition
- Some mathematical constants (π, e, φ, Fibonacci numbers) appear consistently in nature. What does this tell us about mathematical knowledge?
- If we can find solutions in higher dimensions, can we reason that these spaces exist beyond our sense perception?
- Is mathematics simply the manipulation of symbols under a set of formal rules?
- Music can be expressed using mathematics. Does this mean that music is mathematical, that mathematics is musical or that both are reflections of a common “truth”?

### PAPERS

**Paper 1**

Section A: Compulsory short-response questions based on the core syllabus.

Section B: Compulsory extended-response questions based on the core syllabus.**Paper 2**

Section A: Compulsory short-response questions based on the core syllabus.

Section B: Compulsory extended-response questions based on the core syllabus.**Paper 3**

Compulsory extended-response questions based mainly on the syllabus options.**Mathematical Exploration**

The individual exploration is a piece of written work that involves investigating an area of mathematics.

VIDEO RESOURCES

SUBJECT RESOURCES