IB Math Studies SL
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IB Math Studies SL

Created by Daniel "The Stunner" Solares, Zyad "The Jihad" Qamer, Brian "The Balla" Hinton

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The International Baccalaureate Diploma Programme is a rigorouse pre-university course of studies,leading to examinations, that meets the needs of highly motivated secondary school students between the ages of 16 and 19 years. Designed as a comprehensive two-year curriculum that allows its graduates to fulfill requirements of various national education systems, the Diploma Programme model is based on the pattern of no single country, but incorporates the best elements of many. The programme is available in English, French, and Spanish.

The programme is devided into six academic areas that surround a core. The first area of studies is a Primary language. The next group of study is a second language. The third group is individuals and societies, including social studies. Fourth is experimental sciences. The fifth area is mathematics, and finally the sixth is arts and electives. These areas of study surround an extended essay, a theory of knowledge class, and creativity, action service, required by the Diploma.

Mathematical Studies Standard Level

Mathematical studies, available as a standard level (SL) subject only, caters for students with varied backgrounds and abilities. More specifically it is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students embarking on this course need to be equipped with fundamental skills and a rudimentary knowledge of basic processes.

The nature of mathematical studies is such that it concentrates on mathematics which can be applied to contexts related as far as possible to other curriculum subjects, to common general world occurrences and to topics that relate to home, work, and leisure situations. The programme includes a feature unique within group 5, the project: a piece of written work based on personal research, guided and supervised by the teacher. It provides an opportunity for the student to undertake an investigation of a mathematical nature in the context of another subject in the curriculum, a hobby or interest of his/her choice using skills learned before and during the mathematical studies course. This process allows students to ask their own questions about mathematics and to acquire ownership of a part of the programme.

The population of students most likely to select this subject are those whose main interests lie outside the field of mathematics, and for many mathematical studies students this will be their last formal mathematics course. All parts of the syllabus have been carefully selected to ensure that an approach from first principles can be used. As a consequence, students are able to use their own inherent, logical thinking skills and do not have to rely on standard algorithms and remembered formulae. Students likely to need mathematics for the pursuit of further qualifications would be advised to consider and alternative subject from group 5. Because of the nature of mathematical studies, teachers may find that traditional methods of teaching are inappropriate for this course and that less formal, shared learning techniques can be more stimulating and rewarding for students. Lessons, which u se an enquiry approach starting with the practical investigations, where possible, followed by analysis of results leading to the understanding of a mathematical principle and its formulations into mathematical language are often most successful and can engage the interest of the students. Furthermore, this approach is likely to assist students in their understanding of mathematics by providing a meaningful contest and by leading students to understand better how to structure work for their own individual project.

IB Math Studies Project

Through out the school year students are required to study and analyze a topic of real world life using at least three advanced mathematical forms learned within the class room. The project is part of the IB curriculum for this class. There are six Criterion levels for the project, four of which are completed by the students, with the last two being graded upon by International graders. The criterion are as follows:

Criterion A: statement of the task. (In this context, the word "task' is defined as "what the candidate is going to do"; the word "plan" is defined as "how the candidate is going to do it".)

Criterion B: data collection. (In this context, generated data includes data which has been generated by computer, by observation, by investigation, or by experiment. Mathematical information includes geometrical figures, synthetically generated numbers and data which is collected empirically or assembled from outside sources.)

Criterion C: analysis. (Presented diagrams and math that analyze the data)

Criterion D: Evaluation

Criterion E: Structure and Communication

Criterion F: Commitment


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