![]() ![]() Whether they want to opt for a math-based stream later.Their choices in the Diploma programme or Career related programme. ![]() Their own interest in mathematics and the areas that may be interesting for them.Their abilities and the type of mathematics they are comfortable with.The students should consider a few parameters in making the selection from these 4 choices The new course introduced gives students 4 choices to choose from – 2 each from the old course SL and HL. Mathematics at Standard Level (Math SL).The old course had a choice of two levels depending on the ability of the students and three models Logical and critical thinking, analysis and interpretation and good prompt problem-solving skills are the most wanted skills in a potential candidate either for a university applicant or a company hire. This change is made to ensure that the students are well equipped with the necessary skills for the Universities they apply or for their future employers in a dream company. The changes made usually is followed for 7 years until a new change is implemented. After the changes made the teaching for the new course started in 2019 and the first assessment in the new course was conducted in May 2021. The last assessment in the old course was taken in November 2020. In lieu of this process, there was a major change in the mathematics syllabus. We are also aware the IB Board in the process of offering good quality education has constantly evolved itself either by bringing in a new program or a change in the existing program. This is an opportunity for students to apply mathematics learned in the course to a topic of interest to them.We know the IB (International Baccalaureate) as an education system offering 4 different programmes at different levels for children in the ages between 5 and 19 years. There is a greater emphasis on reasoning and inquiry in paper 3 than in paper 1 or paper 2.Īll HL analysis and approaches students are also required to submit an internal assessment - a written piece of work known as the exploration. Paper 3 is a one hour paper that consists of two extended response questions that explore Analysis HL topics in great depth. Therefore paper 2 has a greater focus on using technology to explore mathematical problems, and inquiry, reasoning and interpretation based on these approaches and findings.īoth papers 1 and 2 consist of a short answer section and an extended response section. Paper 2 is also two hours long, but a calculator is required. Paper 1 is a two hour, non-calculator paper, with a focus on algebraic manipulation, inquiry, reasoning, and interpretation based on conceptual understanding. All three papers can cover the full breadth of the curriculum. ![]() AAHL students go into much greater depth in each topic than SL students, studying a number of subtopics that are not part of the SL course - for example, complex numbers, vectors, reciprocal & inverse trigonometric functions, and differential equations.Īt the end of the program, all AA HL students sit paper 1, paper 2 and paper 3. The treatment of the topics is designed to promote analysis, and lend itself to exploration, conjecture and proof. The Higher Level AA course is divided into five broad topics: Number & Algebra, Functions, Geometry & Trigonometry, Statistics & Probability, and Calculus. ![]()
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