Entry Requirements

  • 5+ GCSEs at 9-4
  • Grade 5 in mathematics


Dina Grozdanic
Director of Learning – Mathematics


Course Outline

This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasises the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics Applications and Interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures. Students who choose the course should enjoy seeing mathematics used in real-world contexts and to solve real-world problems.

Course Content

There are five topics and within these topics there are sub-topics. The five topics are: 

  • number and algebra 
  • functions 
  • geometry and trigonometry 
  • probability and statistics 
  • calculus

Course Assessment

Assessment Objectives

Problem solving is central to learning mathematics and involves the acquisition of mathematical skills and concepts in a wide range of situations, including non-routine, open-ended and real-world problems. Having followed a DP mathematics course, students will be expected to demonstrate the following:

  1. Knowledge and understanding: Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts. 
  2. Problem solving: Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems. 
  3. 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 standardised notation; use appropriate notation and terminology. 
  4. Technology: Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems. 
  5. Reasoning: Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions. 
  6. Inquiry approaches: Investigate unfamiliar situations, both abstract and from the real world, involving organising and analysing information, making conjectures, drawing conclusions, and testing their validity.
  • Paper 1
    40%, 80 marks, 90 minutes, technology required
    Compulsory short-response questions based on the syllabus
  • Paper 2
    40%, 80 marks, 90 minutes, technology required
    Compulsory extended-response questions based on the syllabus

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

  • Mathematical Exploration
    20 marks
    Internal assessment in mathematics in an individual exploration. This is a piece of written work that involves investigating an area of mathematics.