Higher Education outcomes for International Baccalaureate Diploma

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Higher Education outcomes for International

Baccalaureate Diploma Programme mathematics higher

level students – final report

Matt Homer and John Monaghan

School of Education

University of Leeds, UK

December 2015

Executive summary The key findings of this project are as follows:

International Baccalaureate (IB) Diploma Programme (DP) mathematics Higher Level

(HL) alumni have high levels of self-confidence across a range of mathematical

topics (Figure 2). This is true for students going on to study a range of degrees, and

not just mathematics.

IB mathematics HL alumni also have high levels of mathematical self-efficacy (Figure

3). Again, this is true for students across a range of degrees.

IB mathematics HL alumni typically have very positive attitudes towards mathematics

as a subject, and strongly recognise its importance to their future careers (questions

7, 8 and 9 in Appendix 2).

The most popular category of degree study for IB mathematics HL alumni is ‘The

professions’ (e.g. Medicine, Law…) with 37% of respondents given this as their field

of study. Those going on to ‘Mathematical Sciences’ made up 12% of respondents

(question 18, Appendix 2).

Secondary data on Higher Education (HE) outcomes from the UK indicates that

students that did IB mathematics HL typically had better HE outcomes compared to

students who had followed other pre-university mathematics courses (e.g. A-levels).

This finding goes across all fields of study (Figures 8 and 9) and takes account of

differing demographic and prior attainment profiles of students.

There is no real evidence of an overall relationship between DP mathematics HL

grades and degree outcomes. This is also true for some other pre-university

mathematics courses, although the evidence is more mixed for these.

A methodological finding is that obtaining access to HE admissions tutors for

interviewing about the mathematical preparedness of students entering higher

education is very difficult (see Appendix 5 for further details).

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Contents

Introduction ....................................................................................................................... 3

Research design and methodological approaches ............................................................ 4

Overall findings .................................................................................................................. 5

Further analysis and discussion....................................................................................... 21

Recommendations........................................................................................................... 24

Study limitations .............................................................................................................. 25

Potential additional analyses ........................................................................................... 25

References ...................................................................................................................... 27

Appendices ..................................................................................................................... 28

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Introduction Previous research has suggested that IB DP students are well-prepared for degree study

compared to students following other pre-university programmes (Bergeron, 2015; Conley,

2014; HESA, 2011; Saavedra, 2011). However, this work has not generally been focussed

explicitly on mathematical preparedness and so there is a gap in the literature in this regard.

Hence, the main objective of this study is to explore and document IB DP students’

mathematical readiness for university in terms of academic and non-academic preparation.

In particular, we assess IB DP mathematics students’ views of their experiences of HL

mathematics in the Diploma1, their mathematical self-confidence and self-efficacy on

completion of their Diploma, and their views on their readiness for the study of mathematics

(and other subjects) at university - in both academic and non-academic terms.

Self-efficacy and self-confidence are a focus of this research since other work has shown

that students’ self-efficacy in mathematics is predictive of performance in further

mathematical study, and is sometimes more predictive than is (prior) attainment in the

subject itself (Hackett & Betz, 1989; Pajares & Miller, 1994). If we can find evidence that DP

mathematics HL engenders strong levels of mathematical self-efficacy amongst its alumni,

then this lends support to the argument that DP mathematics HL provides excellent

preparation for university study, particularly in mathematically-related subjects.

The study includes a survey of recent IB DP mathematics HL alumni globally, and an

analysis of secondary higher education data in the UK to estimate the value-added benefit of

being studying HL mathematics in comparison to students who followed other pre-university

mathematics courses.

The over-arching research questions the study aims to answer are as follows:

RQ1. What is the mathematical self-confidence and self-efficacy of former IB DP mathematics HL students?

RQ2. How does DP mathematics HL help prepare students for the chosen course of study, both academically and non-academically?

RQ3. What are typical university majors completed by former DP mathematics HL students?

RQ4. What is the relationship in the UK between DP mathematics HL examination

and university mathematics course grades2?

RQ5. How do degree outcomes for university mathematics in the UK compare between IB DP students and similar non IB DP students?

1 In the Diploma, most subjects can be taken at either standard level (SL) or higher level (HL) but students must take at least three subjects at HL. Both SL and HL courses are meant to span the two years of the DP. SL courses are recommended to have at least 150 hours of instructional time, and HL courses are recommended to have at least 240 instructional hours. HL courses usually include a range of additional elements covered in more depth compared to SL courses. 2 Originally, this RQ also included mathematics and overall graduation rates, but this data was not available in the HESA data procured.

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In addition, it was hoped that the data gathered would allow us to probe differences between

national models of universities (e.g. the US vs. the UK), and to assess the extent to which IB

DP mathematics HL prepares students for different types of degree study (e.g. maths vs.

physics, or economics vs. engineering). However, the secondary data we had originally

planned to use for this part of the study was not in an appropriate form for this kind of

analysis.

In summary, we consider in this research what overall conclusions can be drawn about how

well DP mathematics HL graduates are prepared for university study, and what implications

there might be for further curriculum development for DP mathematics HL.

Research design and methodological approaches The project consists of two main data collection strands as follows3:

An IB DP mathematics HL alumni online survey focusing on views of the DP and

mathematics HL in particular, progression to university and mathematical self-

confidence and self-efficacy.

A secondary data analysis of HE outcomes in the UK comparing degree outcomes

for DP mathematics HL students with students who had studied for other high status

pre-university mathematics qualifications prior to university (e.g. A-level

mathematics4 ).

We briefly describe these two strands in more detail in turn.

IB DP mathematics HL alumni survey

This online survey was constructed using existing mathematical self-efficacy and self-

confidence items (May, 2009; Pampaka & Williams, 2010) and additional items covering

respondent demographics, view on DP HL mathematics and preparedness for university

study. It was designed by the research team in conjunction with the IB. Given the constraints

of the timing of the project it was not possible to pilot the survey. It was implemented in

Bristol online surveys5, and an invitation to respond was sent on 14/09/15 to 3,196

participants carefully selected from the maths HL IB alumni database (which itself contains

around 6% of all mathematics HL alumni). The selection was random, but with the proviso

that participants were not already being surveyed by the IB for other research purposes. The

survey was open for three weeks with cut-off date for responses 05/10/15. There were 566

responses by this time (a 17.7% response rate).

3 We had planned to carry out interviews with mathematics admissions tutors in world leading universities asking them about their perceptions of the readiness of DP mathematics HL students to study mathematics at university. However, we received insufficient engagement to our initial approaches and so this was not possible. We give further details in Appendix 5. 4 Formally, this is the General Certificate of Education (GCE) Advanced-Level. 5 https://www.onlinesurveys.ac.uk/

https://www.onlinesurveys.ac.uk/

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We used pre-existing data6 that the IB automatically collects from candidates to evaluate the

representativeness of the responses to the survey by a range of characteristics (e.g. gender,

country of study, private versus state schooling, and attainment level in mathematics HL).

The final version of the survey is shown in pdf form in Appendix 1.

UK data on pre-university mathematics students and their higher education outcomes

This data set consists of a single cohort of students in UK universities (n=97,558) who

graduated in 2013/14, and had a mathematics qualification on entry to university (in broad

terms these are IB HL mathematics, A-level mathematics, AS level mathematics, Scottish

Highers or Scottish Advanced Highers7).

It was provided as secondary data by the Higher Education Statistics Agency (HESA) in the

UK. We use these data to compare HE options and outcomes by these pre-university

qualifications – both in raw and value-added terms – using the UCAS tariff points8 as a

common measure of attainment prior to university. To keep the analysis relatively

straightforward, we take the highest points scoring of these qualifications in cases where

students have more than one such qualification.

To give a more nuanced analysis, we also statistically model degree as a scale outcome9 in

terms of pre-university mathematics qualification on entry to university whilst controlling for

gender, ethnicity, socio-economic status, state or private school (all treated as categorical

variables), and age and pre-university attainment in mathematics10 (treated as continuous

variables). This gives us a better estimate of the differential progress over HE course made

by students who studied each type of pre-university mathematics qualification before entry

into HE.

Overall findings We report the findings by the two data collection strands as previously outlined.

IB DP mathematics HL alumni online survey

In this section we analyse the responses to the alumni survey. The full details of the

summary results for the closed questions from the survey are shown in Appendix 2, and

Appendix 3 shows all responses for the main four open (i.e. free text) questions.

6 This is International Baccalaureate Information System (IBIS) data. 7 Students progressing into higher education in England and Wales usually have 3 or 4 A-levels, and in addition possibly one or more AS-levels (which are half the size in qualification terms). Scottish Highers and Scottish Advanced Highers are the main qualifications for this purpose in Scotland, with Highers thought of as equivalent to AS-levels, and Advanced Highers are usually considered little ‘larger’ than a single A-level. 8 The Universities and Colleges Admissions Service (UCAS) manages the application process for entry to most higher education in the UK. Entry qualifications are scored on a common scale using the UCAS tariff system – see Table 2 later. 9 1=First class honours, 2=Upper second class honours, 3=Lower second class honours, 4=Third class honours/pass, 5=Unclassified 10 These are UCAS points which are explained in greater detail later.

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Demographic overview of sample

The respondents are 61% male, typically born in 1995 with a median age of 18 when

completing the IB diploma. The most commonly represented countries were USA (30%),

Canada (8%) and the UK (7%). In total, 64 countries were represented in the sample.

Respondents were evenly split between public and private schooling (49% and 50%

respectively, with the remainder unsure on the nature of their school in this regard).

Compared to pre-existing IB data on DP mathematics HL alumni (i.e. the IBIS data), those

responding to the survey are broadly representative by gender and country, but state

educated students are slightly over-represented amongst respondents (49% vs. 43%

respectively in the IBIS data).

HL mathematics and mathematical self-efficacy

In terms of self-reported attainment in the Diploma, respondents were awarded a mean

mathematics HL grade of 5.2 which is slightly higher than that in the IBIS data provided

(mean 4.5). In other words, this is evidence that those responding to the survey are more

highly attaining than the average mathematics HL alumni. Grades in other areas are even

higher (highest mean grade 6.0 for Language Acquisition to lowest grade 5.7 in The Arts).

The median grade in the Core Requirements were both B.

Figure 111 gives mean scores for the frequency of types of activities that respondents

reported being encouraged to do in DP mathematics HL lessons (1=’never or almost

never’,…, 3=’some of the time’,…, 5=’always or almost always’ – see question 6 in Appendix

2 for full details). Responses vary a little across these with ‘Making connections between

different topics’ having the highest mean (3.9), and ‘Developing your own methods (3.2) the

lowest. The overall mean response across these six items is 3.6. In short, these activities are

typically reported as occurring between ‘some of the time’ and ‘often’.

11 This figure shows error bars, which display the mean within each category together with 95% confidence intervals for each mean. All other error bars in this report are the same in this respect, and all are ordered by highest to lowest mean response.

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Figure 1: Mean response on activities in DP mathematics HL lessons

On completion of their DP mathematics HL, respondents were reportedly generally

favourable about continuing with some mathematics in their degree study (only 10%

reporting that they wanted to study ‘As little maths as possible’ in the future – see question 7

in Appendix 2).

Respondents were asked whether, on starting the Diploma, they had wanted to continue

studying mathematics at that time. They were also asked the same question but regarding

their views on this at the time of completion of the Diploma. Comparing the responses to

these two items we see that over the course of their DP mathematics HL, there was little

evidence of a significant overall shift in views towards studying mathematics (paired sample

t-test, p=0.48 – compare questions 8.1 and 8.2 in Appendix 2). However, there is perhaps a

slight polarisation with views on studying more mathematics more ‘extreme’ (i.e. more or

less favourable) after completion of the Diploma compared to before. The majority of

respondents were clear that mathematics is ‘very important’ to their future career (see

question 9 in Appendix 2).

In terms of mathematical confidence on completion of the Diploma, Figure 2 shows that the

highest level of confidence was in ‘Manipulating algebraic expressions’ (mean 3.7) and the

lowest was on ‘Proofs/proving’ (2.7). These are mean scores across all respondents on a

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scale from 1 (‘not confident at all’) to 4 (‘very confident’) – see question 10 in Appendix 2.

The overall mean response across these 10 items is 3.2 (i.e. typically ‘confident’).

Figure 2: Mean response on confidence in mathematical topics on completion of DP

mathematics HL Additional psychometric analysis indicates that these 10 items measure a single underlying

latent trait (e.g. ‘mathematical confidence’) with a good reliability (Cronbach’s alpha=0.84,

with no items detracting from this).

There was excellent engagement with the questions about what respondents liked and

disliked about DP mathematics HL with 480 and 460 responses on these items respectively

– see Appendix 3 (questions 11 and 12) for all responses. More work is needed to

investigate these responses systematically but common themes from an initial analysis of

the ‘likes’ as reported in the survey responses include:

The range and depth of particular topics – particularly calculus and statistics, and the

range of options available.

The challenge, rigour, originality and stretch that the course involved, which led to a

sense of achievement not always present in other subjects.

The quality of the preparation for university that mathematics HL provides.

The emphasis on problem-solving and connections between topic areas.

Some typical quotes include:

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The challenge of having to figure things out on my own.

Having such a broad range of topics; something that proved to be very useful in my

university studies.

Outstanding preparation to starting engineering at university level.

Learning how to problem solve.

How well connected topics and modules were.

I just liked how challenging the course was in general and the sense of achievement

when I fully understood concepts (e.g. matrices and calculus).

Creative questions involving real-life problem solving.

In terms of ‘dislikes’, there were fewer common themes. The one thing that did get repeated

several times was the Internal Assessment (IA). The following are typical:

The internal assessment task (exploration) is very vaguely defined and I had much

trouble understanding what I was supposed to do.

The expected level of sophistication of IA is too high and it took a lot of efforts trying

to come up with the right topic.

As one might expect, there were a few negative comments about the apparent difficulty of

the material:

I didn't like the amount of difficulty it took me to grasp the mathematical concepts.

It was known as the "diploma killer," which was intimidating.

There were also comments regarding some topic areas that respondents felt they would like

more time on – these included matrices and mechanics, although the comments on the latter

were generally from UK respondents where mechanics is seen as part of mathematics,

whereas in many other countries it is seen as part of physics. There were also a few

comments about wanting a greater emphasis on proof.

Respondents were asked about their self-belief in terms of their mathematical ability (i.e.

their mathematical self-efficacy) across a range of fourteen Likert scale items (1=’never’ to

5=’usually’) original devised by Diana May (May, 2009). These are summarised graphically

in Figure 3 (see also question 13 in Appendix 2). The figure has been transposed so that the

individual item labels can be more easily read.

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Figure 3: Mean response on mathematical self-efficacy

Self-efficacy was generally highest in the item related to ‘using mathematics in my future

career’, whereas it was lowest in the item relating to ‘thinking like a mathematician’. The

overall scale mean across the 14 items is 4.0 (i.e. corresponding to ‘often’). In May’s study

(May 2009), 183 non-mathematics students taking a pre-calculus course at the University of

Georgia in the US had a mean score of 3.2 on a very similar set of items.

Again, additional psychometric analysis indicates that these items form a single uni-

dimensional scale (i.e. ‘mathematical self-efficacy’) with good internal consistency reliability

(Cronbach’s alpha=0.95, with no items substantially detracting from this). Given the very

high value of alpha, one might argue there is redundancy in this scale and that it could be

easily shortened without loss of validity.

University study experiences

The vast majority of respondents (98.4%) reported that they were either just about to start a

degree, were currently studying for a degree, or had already completed a degree (see

question 17 in Appendix 2). In this section, we report on responses concerning degree study

for this sub-group only.

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In terms of broad classification of degrees, the most popular field is The Professions (37.1%)

whereas Mathematical Sciences degrees were chosen by 11.7% - see question 18 in

Appendix 2 for more details).

In terms of reasons for choosing particular areas of study, respondents reported that ‘being

good at mathematics’, ‘enjoying mathematics’ and ‘being interested in mathematics’ were all

very important in this choice (modal response ‘very important’ for all three of these items –

see question 20 in Appendix 2). The highest mean response was for the first of these three -

‘being good at mathematics’, with the lowest mean for ‘enjoying mathematics’ – but these

differences were not particularly large (mean 3.0 and 2.8 respectively on a scale from 1=’not

important at all’ to 4=’very important’).

Respondents were asked how important a range of additional factors were in their degree

choice – their responses are summarised in Figure 4 (see also question 21 in Appendix 2).

Figure 4: Mean response on factors in degree choice

Perhaps surprisingly, school teachers were the least important (typically rated ‘somewhat

important’), whereas personal interests were most important (typically ‘very important’).

When asked about how well DP mathematics HL had prepared them for university study

across a range of general factors, respondents were generally positive – as Figure 5

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confirms. They felt best prepared for studying on their own (typical response ‘prepared’), and

least well prepared for computer-based learning (typically ‘somewhat prepared’). The overall

mean response across these seven items is 2.8 (i.e. typically ‘prepared’). See question 22 in

Appendix 2 for details of the summarized responses.

Figure 5: Mean response on general degree preparedness

Mathematical preparedness for degree study

When respondents were asked to assess the mathematical nature of their degree, they

typically stated that it was ‘somewhat mathematical’ – see question 23 in Appendix 2 for

more details. The remaining substantive questions in the survey, reported on in this section,

were only asked of these who stated that their degree was at least ‘somewhat mathematical’

(n=409, 72.3% of all respondents).

Using the same range of mathematical topic areas as covered earlier (See Figure 2 on

mathematical confidence), respondents were asked about how well prepared they felt DP

mathematics HL had made them for university study in these. The results are summarised in

Figure 6 where it is clear that generally alumni going onto degrees felt well prepared (at the

very least) across all these mathematical areas. The overall mean response across these 10

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items is 3.3 (i.e. between ‘prepared’ and ‘very prepared’). See question 24 in Appendix 2 for

the full summarised responses.

Figure 6: Mean response on preparedness for mathematical topics

As was the case with earlier ‘scale’ analysis, further investigation indicates that these 10

items measure a single underlying latent trait (e.g. ‘mathematical preparedness’) with a good

reliability (Cronbach’s alpha=0.83, with no items detracting from this).

As a follow-up to this set of questions, respondents were asked an open question about

possible improvements to DP mathematics HL as preparation for university-level

mathematical study. There were 291 responses and these would benefit from additional

analysis – see question 25 in Appendix 3 for each individual response. To summarise, there

were a wide range of views across the responses, but in terms of common themes, there

were perhaps two: a desire for a greater emphasis on proofs, and a request for matrices to

be re-instated in the (core) curriculum:

More focus on proofs as opposed to calculation or memorisation would have been a

better preparation for university-level maths.

I dislike the fact that the IB has removed matrices from the core syllabus.

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The extent to which these responses are, in part, due to differences in teachers and schools,

rather than the DP mathematics curriculum itself, is impossible to say.

The final substantive question on the survey asked respondents to compare how well they

felt they were doing in their degree study. They generally responded that they felt they were

doing ‘above average’ – see question 26 in Appendix 2 for the full summary of these

responses.

Other comments

All respondents were asked if they had any other comments, and there were 132 responses.

These are shown in detail in Appendix 3 (question 27). There were a wide range of positive

and negative comments, but more of the former. These are not easy to summarise and need

additional analysis but these quotes give a flavour:

HL Mathematics was the best preparation for my university career. Compared to

others in my first year, I was advanced in my mathematics knowledge that carried

over for about 3 terms!

HL Mathematics prepared me well for my BSc in Mathematics, and it is a strong

reason why I am currently pursuing an MSc in Mathematical Science.

The IB (especially maths course) put an undue amount of pressure on students. I did

not enjoy most of my time doing it.

Although Maths HL was one of the hardest things I've done in my life, I thoroughly

enjoyed the experience.

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UK data on pre-university mathematics students and their higher education outcomes

In this section we analyse the secondary data from students who followed mathematics

courses prior to university study in the UK. We compare how well students from different

pre-university ‘routes’ achieved in their degrees.

Table 1 summarises the range of pre-university mathematics qualifications in the higher

education dataset. Note that these categories include a range of specific mathematical

subjects but in this analysis we focus on the broad levels as shown in Table 1. Just over 1%

of the students in this cohort had DP mathematics HL as their highest graded mathematics

qualification on entry to higher education:

Pre-university mathematics qualification Frequency Percent

A-Level 66,765 68.4

AS-Level 16,884 17.3

Scottish Highers 11,273 11.6

Scottish Advanced Highers 1,547 1.6

IB Higher Level 1,089 1.1

Total 97,558 100

Table 1: Profile of sample in terms of highest scoring pre-university mathematics

qualification

Attainment in all qualifications is put onto the same ‘scale’ using the UCAS tariff12 although

we note that the extent to which this is a genuine exercise in equivalence is open to debate.

For IB Diploma subjects this is shown in Table 2:

Grade Tariff points

7 130

6 110

5 80

4 50

3 20

Table 2: UCAS points tariff for IB Diploma subjects

By way of comparison, an A* grade at A-level is worth 140 points with each grade (A, B,…)

worth 20 points less in turn13.

12 https://www.ucas.com/ucas/undergraduate/getting-started/entry-requirements/tariff/tariff-tables/1116 13 https://www.ucas.com/ucas/undergraduate/getting-started/entry-requirements/tariff/tariff-tables/946

https://www.ucas.com/ucas/undergraduate/getting-started/entry-requirements/tariff/tariff-tables/1116



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In terms of UCAS points, A-level mathematics students scored the most highly on average in

their pre-university mathematics qualification across the sample – see Figure 7:

Figure 7: Mean UCAS points by pre-university qualification

However, in terms of HE outcomes, Table 3 shows that the IB students perform very well in

comparison to the other qualifications listed – 33.9 % of the sample obtaining a first class

degree – compared to 27.6% of those who had done A-level mathematics:

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Class of first degree

First class

honours

Upper second class

honours

Lower second class

honours

Third class

honours/Pass

Unclas-sified

Pre-university

mathematics qualification

type

A-Level 27.6% 46.6% 15.9% 3.0% 6.8%

AS-Level 20.2% 53.5% 18.5% 3.1% 4.7%

Scottish Advanced Highers

29.5% 40.0% 10.0% 2.2% 18.3%

Scottish Highers 14.3% 43.1% 16.5% 1.8% 24.2%

IB Higher level 33.9% 45.7% 10.7% 1.7% 8.0%

Total 24.9% 47.3% 16.3% 2.9% 8.7%

Table 3: Class of degree by pre-university mathematics qualification

A chi-square test shows that the profile of degree classifications shown in Table 3 varies

significantly across the pre-university qualifications (chi-square=5126, df=16, p<0.001,

phi=0.23) – in other words, the difference in degree classes (the pattern of percentages in

the rows of Table 3) varies significantly between these qualifications.

In the modelling of HE outcomes controlling for demographic variables and prior attainment

in mathematics, the variance explained is not particularly high (r-squared=0.08) indicating

that this set of predictors does not explain degree classification particularly well. In addition,

there were some technical problems with the modelling14, but these do not essentially

threaten the emerging findings as detailed below.

The largest effect in this model for degree outcomes is pre-university qualification (effect

size: partial eta squared=0.03), but this is not a particularly strong effect in absolute terms.

Figure 8 shows the estimated (adjusted) mean performance (i.e. degree classification) for

each pre-university mathematics qualification:

14 For example, Levene’s test indicates that there is significant differences between the variances of degree classifications amongst the pre-university qualification types. However, this test itself if problematic given the large sample size. A descriptive analysis indicates that the differences in variances are not particularly large.

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Figure 8: Adjusted mean degree classification by pre-university qualification

(on Y-axis: 1=First class, 2=Upper second, 3=Lower second, 4=Third class, 5=Unclassified)

This is a value-added analysis controlling for a range of key co-variates (including UCAS

points scores). It indicates that once you account for different levels of qualifications on entry

(and other demographics), IB students get the best degree classifications on average (recall

that here 1=First class, 2=Upper second class degree and so on, so that lower scores

correspond to better classes of degree).

Typically IB students get better than an Upper second class, whereas students taking other

qualifications do not score as highly. We should note that this is still a crude analysis with

some important limitations. For example, those students for whom AS-level is their highest

mathematics qualification on entry are very likely to have other important A-levels that are

not accounted for in this analysis. In addition, no account has been made of differing types of

degree – so there are many students for whom (perhaps) their pre-university mathematics

qualification is not directly relevant to their degree choice, and subsequent performance.

The principal degree subjects across the data are summarised in Table 4.

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Principal degree subject Frequency Percent

Biological Sciences 11,170 11.4

Chemistry 2,820 2.9

Computer Sciences 3,993 4.1

Economics 6,282 6.4

Engineering 11,263 11.5

Mathematical Sciences 7,774 8

Physical Sciences 3,226 3.3

Physics 2,943 3

Other 48,087 49.3

Total 97,558 100

Table 4: Class of degree by pre-university mathematics qualification

If we add this to our model (both as a main effect and as an interaction term with pre-

university mathematics qualification) we obtain Figure 9, which shows the adjusted mean

degree performance by pre-university qualification and by principal degree subject.

Figure 9: Adjusted mean class of degree by principal degree subject and pre-

university mathematics qualification

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Figure 9 indicates that the mathematics HL students are achieving better in value-added

terms across the board in their degrees compared to students who followed other pre-

university mathematics course pre-university. Perhaps surprisingly, the largest effect seems

to be in Chemistry. However, there are only 34 Chemistry graduates in the dataset who had

studied DP mathematics HL so the evidence here is somewhat limited and findings at this

level of detail are really only tentative. For completeness, the details of numbers in each

subject/pre-university mathematics course combination are shown in Appendix 4.

We have not included error bars in Figure 9 to keep the figure readable, but these bars

would be relatively long for some data points, particularly for the IB given the small numbers

in some sub-groups.

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Further analysis and discussion We structure this section by research question, drawing together the separate research

strand, and complementing the relevant overall findings (as detailed above) with additional

research-question specific analysis as appropriate.

RQ1: What is the mathematical self-confidence and self-efficacy of former IB DP

mathematics HL students?

Typically, students’ self-efficacy and self-confidence in mathematics is high amongst

mathematics HL students. However, this finding would be strengthened with more

comparative data from students from other pre-university mathematics courses. In the only

comparative data available in the literature, the survey respondents do score higher in self-

efficacy compared to data from May (2009) on non-mathematics undergraduates in the US.

When comparing self-efficacy and self-confidence responses by the chosen field of study

(e.g. Professions, Mathematical Sciences …) we find little difference from the main findings

(as shown in Figures 2 and 3). Those students studying Mathematical Sciences tend to

score a little higher on most items but not by very much. As one might expect, there is some

variation in self-confidence and self-efficacy with regard to certain aspects of their pre-

university experience.

Methodologically, we find that both the self-confidence and self-efficacy scales work well and

correlate reasonably strongly (r=0.40, n=564, p<0.001). However, the relationship between

these two could be further investigated.

RQ2: How does mathematics HL help prepare students for the chosen course of

study, both academically and non-academically?

Generally, the alumni survey indicates that students feel well-prepared for success in

mathematics – this is clear from the self-confidence (Figure 2) and self-efficacy (Figure 3)

data, as well as the open responses. Hence, we conclude that students generally regard

themselves as very well prepared for studying at university, and this is particularly true for

those going on to study Mathematical Sciences.

Survey respondents report being better prepared for some areas (algebra, calculus)

compared to others (proof and statistics). The weakness of this analysis is that there is no

comparator group. However, the HE outcomes data from the UK shows that IB mathematics

students do very well in terms of degree outcomes compared to students from other pre-

university mathematics courses, and this is particularly the case for those studying

Mathematical Sciences degrees (Figure 9).

RQ3: What are typical university majors completed by former mathematics HL

students?

Page 22 of 31

Data from the alumni survey indicates that over a third of mathematics HL students (37%) go

into the ‘Professions’ (e.g. Medicine, Law). The second most popular field of study is the

‘Natural Sciences’ (24%), then ‘Social Sciences’ (17%) with 12% going into the

‘Mathematical Sciences’ – see question 18 in Appendix 2 for more details.

The survey has more fine-grained data (e.g. degree titles - question 19) that would allow for

additional investigation. However, we have carried out an initial analysis of this data, and the

degree title for the 65 respondents to the alumni survey who were doing ‘Mathematical

Sciences’ are listed in Table 5.

Page 23 of 31

Degree title Frequency Percentage

Mathematics 16 24.6

Computer Science 7 10.8

Dual Major: Mathematics and Computer Science 3 4.6

Actuarial Science 2 3.1

Applied Mathematics 2 3.1

BA in Mathematics 2 3.1

Mathematics and Computer Science 2 3.1

Actuarial Mathematics 1 1.5

Applied mathematics 1 1.5

Applied Mathematics and Nuclear Engineering 1 1.5

Bachelor of Commerce (Actuarial Studies) 1 1.5

Bachelor of mathematics (Computer science), bachelor of

pure mathematics 1 1.5

Bachelor of Science 1 1.5

BEd & BSc 1 1.5

Computer Intelligence Systems 1 1.5

Computer science 1 1.5

Computer Science, Mathematics and Cognitive Science 1 1.5

Dual Major: Mathematics and Chemistry 1 1.5

Dual Major: Mathematics and Economics 1 1.5

Dual Major: Statistics & Computer Science 1 1.5

Information Networks 1 1.5

Marketing and Statistics 1 1.5

Master of mathematics 1 1.5

Mathematics and AI 1 1.5

Mathematics And Economics 1 1.5

Mathematics B.A or B.S. 1 1.5

Mathematics BSc 1 1.5

Mathematics with Specialization in Economics 1 1.5

Mathematics with Statistics specialization 1 1.5

Mathematics, Biology, and Computer Sciences 1 1.5

Mathematics, Statistics 1 1.5

MSci in Mathematics 1 1.5

MSci Master in Science in Mathematics 1 1.5

MSci Mathematics 1 1.5

Operations research and management science 1 1.5

Physics 1 1.5

Pure Mathematics 1 1.5

Missing 1 1.5

Total 65 100

Table 5: University degree titles for those IB mathematics HL students doing

‘Mathematical Sciences’

Page 24 of 31

There are also a range of degree classification variables in the HESA secondary data that

could be analysed to investigate, for the UK only, what types of degree DP mathematics HL

students go into.

RQ4: What is the relationship in the UK between DP mathematics HL examination and

university mathematics course grades?

Additional analysis indicates that the overall correlation between prior attainment (as

measured by UCAS points which are equivalent to IB grades) and HE outcomes is not

statistically significant for IB students (either overall or just for those studying mathematically

related courses in HE), whereas for other students this is significant, although usually quite

weak. In fact, the strength of the relationship for IB students is at a similar level to A-level

students (r=0.03) and the statistical significance of the latter relationship is an artefact of the

much larger sample size for this qualification (see Table 1). For Scottish Highers and

Advance Highers, the relationship is stronger (r=0.13 to 0.15). These findings are a little

surprising and worthy of further investigation, but we should remember that this bi-variate

analysis is quite crude given that we are relating degree outcomes to a single pre-university

subject (mathematics), and doing this across the full range of degree subjects.

RQ5: How do degree outcomes for university mathematics in the UK compare

between IB DP students and similar non IB DP students?

The modelling of HE outcomes using secondary data from the UK indicates that

mathematics HL students perform well relative to students who had followed other pre-

university mathematics courses (Figures 8 and 9). This is true for mathematics courses as

well as other principal subjects. However, as one might expect, there is a lot of unexplained

variation in HE outcomes since there are many additional unmeasured factors that are

influencing degree outcomes – for example, pre-university attainment in subjects other than

mathematics. In addition, degree study is inherently quite different to pre-university study

and so one might expect a lot of unexplained variation based on such an analysis.

Recommendations Based on the findings of the study, we make some cautious recommendations with regard to

potential curriculum development areas for DP mathematics HL:

There could be greater emphasis, or perhaps better support materials, for Proof –

students don’t seem to feel as confident in this type of mathematical activity

compared to others. The open comments also suggest this topic area could be

further developed.

Statistics is another area that might benefit from review – based on some of the

responses in the survey. Again self-confidence is relatively low in this area.

As reported in the survey, there have been some ‘teething’ troubles with the

introduction of the Internal Assessment. Again, this might need reviewing.

Page 25 of 31

There is some evidence that DP mathematics HL students don’t appear as well-

prepared for team-working or computer-based learning as they do in other modes of

learning. Is there scope for the curriculum to be broadened to encourage more of

these types of activities?

The rigour required to be successful in DP mathematics HL was widely welcomed in

the survey data. Any reform of the curriculum should not dilute or change this key

characteristic of the subject.

Study limitations As with all real world research, the study has a number of limitations. These include the

following:

The representativeness of the survey data. The list of IB alumni in the IBIS data is

not necessarily representative of all alumni. Also, as with all survey research, we

cannot be sure that those who replied are typical of all potential respondents.

There is a lack of comparison group in the survey data. The alumni survey data

would benefit from being complemented by data from ‘alumni’ from other pre-

university programmes (e.g. A-levels etc).

Disentangling the teacher/school effects from the IB effects. In the survey data, we

cannot be sure that where criticism (or praise) of DP mathematics HL occurs, it is

due to the efficacy of the teacher, school, DP mathematics curriculum or some other

factor or factors.

The HESA data is by definition limited to the UK. It was originally hoped that other

secondary data would be available (e.g. from the US) but this was not possible.

The lack of good quality qualitative data from admissions tutors. The very limited

admissions data is disappointing. We feel there might be ways to reach this group

but ‘cold-calling’ by email certainly does not work. We do, however, wonder the

extent to which admissions tutors have sufficient experience/data to usefully make

the comparisons between IB and non-IB students that we are interested in.

Whilst these limitations must be acknowledged, we have no reason to believe that the key

findings are not generally valid.

Potential additional analyses There are a number of additional analyses that could be carried out on the data gathered for

this project. The following are some suggestions:

In the alumni data, the open responses could be investigated more systematically

(e.g. questions 11, 12, 19, 25 and 27). These cover alumni ‘likes’, ‘dislikes’ and

suggestions for improvements with regard to the DP mathematics HL, as well as

degree title and general comments. Once responses are coded further bi-variate

(and other) analyses with other responses could be carried out.

Page 26 of 31

The relationship between the self-efficacy and self-confidence scales in the alumni

responses could be further investigated.

There are many other analyses of the alumni data that could be carried out – for

example, differences in responses by demographic variables (e.g. country, gender,

degree field of study).

The lack of relationship between degree and pre-university mathematics outcomes in

the HESA data could be further probed.

The HESA data could be analysed in more detail – for example, investigating the

types of degree that DP mathematics HL alumni go on to study compared to other

pre-university courses in the UK.

Page 27 of 31

References

Bergeron, L. (2015). Diploma Programme students’ enrollment and outcomes at US

postsecondary institutions 2008–2014. Bethesda, MD, USA. International Baccalaureate

Organization.

Conley, D., McGaughy, C., Davis-Molin, W., Farkas, R., & Fukuda, E. (2014). International

Baccalaureate Diploma Programme: Examining college readiness. Bethesda, MD, USA.

International Baccalaureate Organization.

Hackett, G., & Betz, N.E. (1989). An exploration of the mathematics self-efficacy/

mathematics performance correspondence. Journal for Research in Mathematics

Education 20 (3): 261-273.

Higher Education Statistics Agency (HESA). (2011). International Baccalaureate Students

studying at UK Higher Education Institutions: How do they fare? UK. HESA.

May, D. (2009). Mathematics Self-Efficacy and Anxiety Questionnaire. Available from:

https://getd.libs.uga.edu/pdfs/may_diana_k_200908_phd.pdf [Accessed November 16,

2015].

Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology 86 (2):193-203.

Pampaka, M., & Williams, J. (2010). Measuring Mathematics Self Efficacy of students at the

beginning of their Higher Education Studies. In Proceedings of the British Congress for

Mathematics Education (BCME). Edited by Joubert, M., and P159-166. Scholar

ID:122455.

Saavedra, A. (2011). The Academic Impact of Enrollment in International Baccalaureate

Diploma Programs: A Case Study of Chicago Public Schools. Santa Monica, CA, USA.

RAND Corporation. Retrieved from http://www.rand.org/pubs/ working_papers/WR867.

Page 28 of 31

Appendices

Appendix 1 - Final version of the alumni survey

In a separate pdf document - Appendix1_Alumin_Survey.pdf

Appendix 2 - Alumni survey – closed responses

In separate pdf document - Appendix2_AlumniResponses_051015_Closed.pdf

Appendix 3 - Alumni survey – open responses

In separate pdf document - Appendix3_AlumniResponses_051015_Open.pdf

Appendix 4 - Numbers of students in each subject/pre-university mathematics course

A-Level AS-Level

Scottish Advanced Highers

Scottish Highers

IB Higher Level

Total

Biological Sciences 6,603 2,775 115 1,587 90 11,170

Chemistry 2,168 353 64 201 34 2,820

Computer Sciences 2,477 762 68 654 32 3,993

Economics 5,277 598 54 156 197 6,282

Engineering 8,928 673 357 1,119 186 11,263

Mathematical Sciences 7,326 46 191 131 80 7,774

Physical Sciences 2,007 795 46 357 21 3,226

Physics 2,617 52 92 136 46 2,943

Other 29,362 10,830 560 6,932 403 48,087

Total 66,765 16,884 1,547 11,273 1,089 97,558

Appendix 5 – Interviews with mathematics admissions tutors

We briefly outline here what happened in this strand of the research.

In pilot work for this project, we contacted and spoke to the Mathematics Department

Admissions Tutor at the University of Leeds about the readiness of DP mathematics HL

students for university maths. We were told that Leeds admitted relatively few such students,

and that the tutor could not comment on readiness for university maths as they did not know

who these students were individually. This led us to believe that our initial idea of

approaching well known universities in a similar manner, in the UK and abroad, would be

unlikely to be successful. Instead, we used a list of popular university destinations of IB DP

mathematics students as provided to us by the IB. We combined this data with a 2015 list of

‘top’ universities15 and then selected nine universities to approach – using the top three from

15 http://www.topuniversities.com/university-rankings/university-subject-rankings/2015/mathematics#sorting=rank+region=+country=+faculty=+stars=false+search=

http://www.topuniversities.com/university-rankings/university-subject-rankings/2015/mathematics#sorting=rank+region=+country=+faculty=+stars=false+search

http://www.topuniversities.com/university-rankings/university-subject-rankings/2015/mathematics#sorting=rank+region=+country=+faculty=+stars=false+search

Page 29 of 31

each of Canada, UK and USA - from this joint list. We identified an appropriate contact at

each institution and sent each an initial email message – a template is shown in below. We

then followed this email approach up with phone calls as appropriate.

Unfortunately, we received sufficient timely engagement to our initial approach from only one

potential interviewee (out of nine), and this lead to a brief phone interview with the

admissions tutor from a leading UK university. During the process of attempting to secure

interviews, it became apparent that mathematics admissions tutors at leading universities

receive a large volume number of unsolicited e-mails. These are often ‘filtered’ by someone

other than the maths admissions tutors themselves (i.e. by administrative staff), and this is,

perhaps, part of the explanation for our lack of success in securing more interviews.

Initial email to admissions tutors

Dear XXX,

I am, with Dr M Homer (http://www.education.leeds.ac.uk/people/academic/homer),

conducting an investigation for the International Baccalaureate Organisation on the

readiness of IB Higher Level Diploma students for the study of mathematics at university. A

good deal of our work on this is quantitative but we would like to supplement our quantitative

data with comments by mathematicians responsible for undergraduate students – hence this

message to you.

I have selected nine universities to approach by cross-referencing the 2015 top universities

with a list of the top universities where Mathematics IB Higher Level Diploma students enter.

I would be most grateful if I could conduct a short telephone interview with you in which you

tell me of your impressions of the readiness of these students for undergraduate study at

your university. Please know that the names of the people (and universities) I interview will

go no further than me. Further to this I will not record the interview but, instead, make notes

as we talk.

I do hope that you are prepared to devote 10 minutes (maximum) of your time to talk to me

and I look forward to your response. Please note that everyone who assists in this research

will be informed of the outcomes once the IB has reviewed the final report.

Best wishes,

John Monaghan

Professor of Mathematics Education

http://www.education.leeds.ac.uk/people/academic/monaghan

http://www.education.leeds.ac.uk/people/academic/homer

Page 30 of 31

Transcript of interview

The one successful interview did give us some tentative data. We paraphrase the key

elements of the interview as follows:

John Monaghan (JM) What experience do you have of IB DP students?

Admissions tutor (AT) My impression, from colleagues, is that IB students are very good students who are highly prepared for our undergraduate Mathematics degree course. But you must remember that all our UG students will have taken a special mathematics paper to gain admission to our department, the preparedness of IB students thus may not be on the IB programme itself but on the extra work the teachers of IB students do in preparing their students for this special mathematics paper.

JM Are there any areas of mathematics where IB students are particularly proficient or not?

AT Mechanics. A-level students from England generally come in with strengths in Mechanics but IB students (along with some others) have little background in this area.16

JM What about IB students’ proficiency at expected mathematical techniques and on problem solving

AT Good on the whole on problem solving and also on techniques but one must remember, with techniques, that this may be partially due to their preparation for our special mathematics paper.

JM What about IB students’ confidence, both mathematically and socially) but the tutor felt she could not comment on this.

AT I don’t think I can comment on this

JM What about IB students’ study skills and independence as learners

AT My impression on the whole is that they are very hard working students

Unfortunately, there is little we can say definitively from this exchange about the

preparedness of IB mathematics HL students.

16 This is not surprising as including mechanics as part of the maths curriculum is largely a British phenomenon

Page 31 of 31

Appendix 6 - Datasets

In separate files:

Alumni survey data - results-for-ib-diploma-programme-alumni-survey-2015-10-05.sav

HE data - HESA_SecondaryData.sav – due to conditions of the contractual agreement with

HESA this cannot be shared with the IB.

1/20

IBDiplomaProgrammealumnisurvey

WelcometothisIBDiplomaProgrammealumnisurvey

ThissurveyhasbeencommissionedbytheInternationalBaccalaureate®(IB).

InitwearekeentogetyourviewsonhowtheIBDiplomaProgramme(DP),andthestudyofmathematicsHigherLevel(HL)inparticular,preparedyouforstudyingatdegreelevel.

Yourresponseswillbestoredsecurelyandyouwillnotbeidentifiedinanyreporting.

Ifyouhaveanyqueriesaboutourresearchpleasefeelfreetocontactthemaininvestigatorontheproject,DrMattHomerfromtheUniversityofLeeds,UK:[email protected]

2/20

Aboutyou

Tobeginwith,wewouldlikesomebasicinformationfromyoubeforegoingontoyourexperiencesoftheIBDiplomaProgramme.

Pleasetellus:

Female Male

1 Yourgender

2 Youryearofbirth(e.g.1995).

3 Yourage(inyears)whenyoucompletedyourIBDiplomaProgramme.

4 YourcountryofresidencewhendoingyourIBDiplomaProgramme.

4.a IfyouselectedOther,pleasespecify:

3/20

Public(statefunded) Private Don'tknow

5 ThetypeofschoolyouattendedwhenstudyingfortheIBDiplomaprogramme.

4/20

TheDiplomaProgrammeandyou

WearenowgoingtoasksomequestionsaboutyourexperiencesoftheIBDiplomaProgramme,mostlyfocussedonmathematicsHL.

Neveroralmostnever

RarelySomeofthetime

OftenAlways

oralmostalways

Don'tknow

ChoosingwhichquestionstotackleyourselfComparingdifferentmethodsforsolvingmathematicalproblemsWorkingtogetherwithotherstudentsinsmallgroupsDiscussingyourideasDevelopingyourownmethodsMakingconnectionsbetweendifferenttopics

6 HowoftenwereyouencouragedtodothefollowingactivitiesinyourDPmathematicsHLlessons?

Asmuchmathematicsaspossible Quitealotofmathematics Amoderateamountofmathematics

7 WhenyouhadcompletedyourDPmathematicsHLcourse,howmuchmathematicsdidyouwantyourdegreeorfuturestudiestoconsistof?

5/20

Aslittlemathematicsaspossible Don'tknow

Stronglydisagree Disagree

Neitherdisagree

noragree

Agree Stronglyagree

Don'tknow

WhenIstartedtheDiplomaProgramme,Iwantedtocontinuestudyingmathematicsatuniversity.WhenIfinishedtheDiplomaProgramme,Iwantedtocontinuestudyingmathematicsatuniversity.

8 Pleaseindicateyourlevelofagreementwiththefollowingstatements.

Notimportantatall Somewhatimportant Important Veryimportant Don'tknow

9 Howimportantdoyouthinkmathematicsisforyourcareer,eithernoworinthefuture?

6/20

Notconfident

atallSomewhatconfident Confident Very

confidentDon'tknow

CalculatingandestimatingRatioandproportionManipulatingalgebraicexpressionsProofs/provingProblemsolvingModellingrealsituationsBasiccalculus(differentiation/integration)Complexcalculus(e.g.differentialequations)StatisticsComplexnumbers

10 WhenyouhadfinishedyourDPmathematicsHL,howconfidentwereyouwiththefollowingmathematicaltopics?

11 WhatdidyoulikeinparticularaboutDPmathematicsHL?

12 WhatdidyoudislikeinparticularaboutDPmathematicsHL?

7/20

Never Seldom Sometimes Often UsuallyIfeelconfidentenoughtoaskquestionsinamathematicsclass.IbelieveIcandowellonamathematicstest.IbelieveIcancompletealloftheassignmentsinamathematicscourse.IbelieveIamthekindofpersonwhoisgoodatmathematics.IbelieveIwillbeabletousemathematicsinmyfuturecareerwhenneeded.IbelieveIcanunderstandthecontentinamathematicscourse.IbelieveIcangetthehighestgradeinamathematicscourse.IbelieveIcanlearnwellinamathematicscourse.Ifeelconfidentwhentakingamathematicstest.

13 Pleaseanswerthesequestionsabouthowyouthinkandfeelaboutyourmathematicalability.

8/20

IbelieveIamthetypeofpersonwhocandomathematics.IfeelthatIwillbeabletodowellinfuturemathematicscourses.IbelieveIcandothemathematicsinamathematicscourse.IbelieveIcanthinklikeamathematician.Ifeelconfidentwhenusingmathematicsoutsideofschool/college/university.

9/20

YourachievementintheDiplomaProgramme

WewouldnowliketoknowwhatgradesyouwereawardedontheDiplomaProgramme.

14 WhatwasyourfinalgradeinDPmathematicsHL?

(Average)grade

(pleaseroundupasappropriate)

Group1:StudiesinLanguageandLiterature Pleaseselect

Group2:LanguageAcquisition Pleaseselect

Group3:IndividualsandSocieties Pleaseselect

Group4:Sciences Pleaseselect

Group6:TheArts Pleaseselect

15 What(average)gradesdidyougetinyourotherDPprogrammesubjectgroups?

Grade

TheoryofKnowledge(TOK) Pleaseselect

TheExtendedEssay(EE) Pleaseselect

16 WhatgradeswereyouawardedinyourDPprogrammecorerequirements?

10/20

Toendthissection,wewouldliketoknowaboutyourplansforuniversity.

Iamnotgoingtodoauniversitydegree Iwillbestartingauniversitydegreesoon Iamcurrentlystudyingauniversitydegree Ihavecompletedmyuniversitydegree Other

17 Whatstageareyouatintermsofyouruniversitydegreecourse(BA/BSc)?


11/20

Youandyourdegree

Yourchoiceofuniversityanddegree

Inthissectionwewanttoknowaboutthechoicesyoumadeforyourdegree(BA/BSc)andyourmotivesfordoingso.

Humanities(e.g.Arts,History) Socialsciences(e.g.Sociology,Politicalscience,Economics) Naturalsciences(e.g.Biology,Chemistry,Physics) Mathematicalsciences(e.g.Mathematics,Statistics) Professions(e.g.Medicine,Law,Engineering) Other

18 Thefieldofstudyofmydegreeis...


19 Whatisthetitleofyourdegreecourse?

20 Howimportantwerethefollowingfactorsinyourdegreechoiceatuniversity?

12/20

Notimportant

atallSomewhatimportant Important Very

importantDon'tknow

BeinggoodatmathematicsEnjoyingmathematicsBeinginterestedinmathematics

Notimportant

atallSomewhatimportant Important Very

importantDon'tknow

YourpersonalinterestsYourparentsYourschoolteachersYourcareerambitionsBeinggoodatnon-mathematicalsubjectsinschool


Notwellprepared

Somewhatprepared Prepared Well

preparedDon'tknow

22 HowwellprepareddoyouthinkyourDPmathematicsHLmadeyouforeachofthefollowing?

13/20

Studyingonyourownfromtexts/notesListeninginlecturesTakingnotesinlecturesWorkingonteamprojectsDoingindependentresearchComputer-basedlearningWorking/discussinginsmallgroups

...stronglymathematical(e.g.maths,statistics,...) ...somewhatmathematical(e.g.physics,engineering,...) ...alittlemathematical(e.g.generalsocialscience) ...notmathematicalatall(e.g.Englishliterature)

23 Towhatextentdoyoufeelyourdegreeismathematical?

Mydegreeis...

14/20

Themathematicsinyourdegree

Inthisfinalsection,wewanttoknowhowwellstudyingmathematicsHLhaspreparedyouforuniversity-levelmathematics.

Notpreparedatall

Somewhatprepared Prepared Verywell

preparedDon't

know/Notapplicable

CalculatingandestimatingRatioandproportionManipulatingalgebraicexpressionsProofs/provingProblemsolvingModellingrealsituationsBasiccalculus(differentiation/integration)Complexcalculus(e.g.differentialequations)StatisticsComplexnumbers

24 HowwellprepareddoyouthinkyourDPmathematicsHLmadeyouforyouruniversitystudiesinthefollowingmathematicalareas:

25 HowdoyouthinkDPmathematicsHLcouldbeimprovedtobetterprepareyouforuniversity-levelmathematics?

15/20

Farbelowaverage Belowaverage Average Aboveaverage Faraboveaverage Don'tknow

26 Comparedtootherstudents,howwelldoyoufeelyouaredoing(orhowwelldidyoudo)atuniversity?

16/20

Anyfinalcomments

27 Youhaveansweredallourquestions

Ifyouhaveanyothercomments,pleasefeelfreetoaddthembelow.

17/20

Keyforselectionoptions

4-YourcountryofresidencewhendoingyourIBDiplomaProgramme.

AustraliaCanadaChinaGermanyGreeceHongKongIndiaIndonesiaMalaysiaPolandSingaporeSpainSwitzerlandTurkeyUnitedKingdomUnitedStatesOther

14-WhatwasyourfinalgradeinDPmathematicsHL?1234567

15.1.a-(Average)grade

Thanks

Thankyouforcompletingoursurvey.Allyourresponseshavebeensaved.

18/20

(pleaseroundupasappropriate)1234567Notapplicable






(pleaseroundupasappropriate)1

19/20

234567Notapplicable



16.1.a-GradeABCDEFail

16.2.a-GradeABCDEFail

20/20

1/28


Showing566of574responses

Restrictedtoresponsesgivenfrom1Jun2015 to5Oct2015

Hidingquestions11 ,12 ,25 &27

1 Yourgender

Female

Male

219(38.8%)

346(61.2%)

2 Youryearofbirth(e.g.1995).


1993 154407-154401-9347981

1995 154407-154401-9347986

1993 154407-154401-9347994

1997 154407-154401-9348001

1996 154407-154401-9347990

3 Yourage(inyears)whenyoucompletedyourIBDiplomaProgramme.


18 154407-154401-9347981

18 154407-154401-9347986

18 154407-154401-9347994

17 154407-154401-9348001

18 154407-154401-9347990

4 YourcountryofresidencewhendoingyourIBDiplomaProgramme.

2/28

Australia

Canada

China

Germany

Greece

HongKong

India

Indonesia

Malaysia

Poland

Singapore

Spain

Switzerland

Turkey

UnitedKingdom

UnitedStates

Other

20(3.6%)

44(7.8%)

20(3.6%)

12(2.1%)

5(0.9%)

21(3.7%)

31(5.5%)

6(1.1%)

5(0.9%)

12(2.1%)

18(3.2%)

22(3.9%)

7(1.2%)

8(1.4%)

42(7.5%)

170(30.2%)

120(21.3%)



Mexico 154407-154401-9347995

Denmark 154407-154401-9348122

UnitedArabEmirates 154407-154401-9348018

Italy 154407-154401-9348027

Sweden 154407-154401-9348134

5 ThetypeofschoolyouattendedwhenstudyingfortheIBDiplomaprogramme.

Public(statefunded)

Private

Don'tknow

275(48.7%)

281(49.7%)

9(1.6%)

3/28

6 HowoftenwereyouencouragedtodothefollowingactivitiesinyourDPmathematicsHLlessons?

6.1 Choosingwhichquestionstotackleyourself

6.1.a Choosingwhichquestionstotackleyourself

Neveroralmostnever

Rarely

Someofthetime

Often

Alwaysoralmostalways

Don'tknow

46(8%)

88(15.4%)

160(27.9%)

148(25.8%)

116(20.2%)

15(2.6%)

6.2 Comparingdifferentmethodsforsolvingmathematicalproblems

6.2.a Comparingdifferentmethodsforsolvingmathematicalproblems

Neveroralmostnever

Rarely

Someofthetime

Often


Don'tknow

15(2.6%)

43(7.5%)

165(28.7%)

207(36.1%)

138(24%)

6(1%)

6.3 Workingtogetherwithotherstudentsinsmallgroups

6.3.a Workingtogetherwithotherstudentsinsmallgroups

4/28

Neveroralmostnever

Rarely

Someofthetime

Often


Don'tknow

51(8.9%)

107(18.8%)

113(19.8%)

165(28.9%)

131(23%)

3(0.5%)

6.4 Discussingyourideas

6.4.a Discussingyourideas

Neveroralmostnever

Rarely

Someofthetime

Often


Don'tknow

29(5.1%)

66(11.5%)

118(20.6%)

177(30.9%)

179(31.3%)

3(0.5%)

6.5 Developingyourownmethods

6.5.a Developingyourownmethods

Neveroralmostnever

Rarely

Someofthetime

Often


Don'tknow

39(6.8%)

135(23.6%)

156(27.3%)

141(24.7%)

96(16.8%)

4(0.7%)

6.6 Makingconnectionsbetweendifferenttopics

6.6.a Makingconnectionsbetweendifferenttopics

5/28

Neveroralmostnever

Rarely

Someofthetime

Often


Don'tknow

12(2.1%)

41(7%)

123(21.1%)

206(35.3%)

196(33.6%)

6(1%)

7 WhenyouhadcompletedyourDPmathematicsHLcourse,howmuchmathematicsdidyouwantyourdegreeorfuturestudiestoconsistof?

Asmuchmathematicsas

possible

Quitealotofmathematics

Amoderateamountof

mathematics

Aslittlemathematicsas

possible

Don'tknow

104(17.7%)

236(40.1%)

175(29.7%)

62(10.5%)

12(2%)

8 Pleaseindicateyourlevelofagreementwiththefollowingstatements.

8.1 WhenIstartedtheDiplomaProgramme,Iwantedtocontinuestudyingmathematicsatuniversity.

8.1.a WhenIstartedtheDiplomaProgramme,Iwantedtocontinuestudyingmathematicsatuniversity.

Stronglydisagree

Disagree

Neitherdisagreenoragree

Agree

Stronglyagree

Don'tknow

51(8.8%)

98(16.9%)

133(22.9%)

151(26%)

135(23.2%)

13(2.2%)

6/28

8.2 WhenIfinishedtheDiplomaProgramme,Iwantedtocontinuestudyingmathematicsatuniversity.

8.2.a WhenIfinishedtheDiplomaProgramme,Iwantedtocontinuestudyingmathematicsatuniversity.

Stronglydisagree

Disagree

Neitherdisagreenoragree

Agree

Stronglyagree

Don'tknow

67(11.7%)

103(17.9%)

82(14.3%)

140(24.3%)

178(31%)

5(0.9%)

9 Howimportantdoyouthinkmathematicsisforyourcareer,eithernoworinthefuture?

Notimportantatall

Somewhatimportant

Important

Veryimportant

Don'tknow

10(1.7%)

108(18.7%)

145(25%)

313(54.1%)

3(0.5%)

10 WhenyouhadfinishedyourDPmathematicsHL,howconfidentwereyouwiththefollowingmathematicaltopics?

10.1 Calculatingandestimating

10.1.a Calculatingandestimating

Notconfidentatall

Somewhatconfident

Confident

Veryconfident

Don'tknow

4(0.7%)

46(8.1%)

169(29.7%)

345(60.6%)

5(0.9%)

7/28

10.2 Ratioandproportion

10.2.a Ratioandproportion

Notconfidentatall

Somewhatconfident

Confident

Veryconfident

Don'tknow

5(0.9%)

35(6.2%)

156(27.5%)

367(64.6%)

5(0.9%)

10.3 Manipulatingalgebraicexpressions

10.3.a Manipulatingalgebraicexpressions

Notconfidentatall

Somewhatconfident

Confident

Veryconfident

Don'tknow

6(1.1%)

21(3.7%)

126(22.3%)

410(72.4%)

3(0.5%)

10.4 Proofs/proving

10.4.a Proofs/proving

Notconfidentatall

Somewhatconfident

Confident

Veryconfident

Don'tknow

61(10.7%)

183(32.2%)

204(35.9%)

120(21.1%)

1(0.2%)

10.5 Problemsolving

8/28

10.5.a Problemsolving

Notconfidentatall

Somewhatconfident

Confident

Veryconfident

Don'tknow

8(1.4%)

48(8.5%)

227(40.2%)

280(49.6%)

1(0.2%)

10.6 Modellingrealsituations

10.6.a Modellingrealsituations

Notconfidentatall

Somewhatconfident

Confident

Veryconfident

Don'tknow

34(6%)

148(26.1%)

232(40.8%)

149(26.2%)

5(0.9%)

10.7 Basiccalculus(differentiation/integration)

10.7.a Basiccalculus(differentiation/integration)

Notconfidentatall

Somewhatconfident

Confident

Veryconfident

Don'tknow

9(1.6%)

39(6.8%)

121(21.1%)

400(69.7%)

5(0.9%)

10.8 Complexcalculus(e.g.differentialequations)

10.8.a Complexcalculus(e.g.differentialequations)

9/28

Notconfidentatall

Somewhatconfident

Confident

Veryconfident

Don'tknow

64(11.3%)

116(20.5%)

189(33.4%)

188(33.2%)

9(1.6%)

10.9 Statistics

10.9.a Statistics

Notconfidentatall

Somewhatconfident

Confident

Veryconfident

Don'tknow

67(11.7%)

149(26%)

199(34.8%)

155(27.1%)

2(0.3%)

10.10 Complexnumbers

10.10.a Complexnumbers

Notconfidentatall

Somewhatconfident

Confident

Veryconfident

Don'tknow

43(7.5%)

111(19.4%)

197(34.5%)

216(37.8%)

4(0.7%)

13 Pleaseanswerthesequestionsabouthowyouthinkandfeelaboutyourmathematicalability.

13.1 Ifeelconfidentenoughtoaskquestionsinamathematicsclass.

13.1.a Ifeelconfidentenoughtoaskquestionsinamathematicsclass.

10/28

Never

Seldom

Sometimes

Often

Usually

8(1.4%)

38(6.7%)

99(17.6%)

202(35.8%)

217(38.5%)

13.2 IbelieveIcandowellonamathematicstest.

13.2.a IbelieveIcandowellonamathematicstest.

Never

Seldom

Sometimes

Often

Usually

7(1.2%)

22(3.9%)

115(20.4%)

206(36.6%)

213(37.8%)

13.3 IbelieveIcancompletealloftheassignmentsinamathematicscourse.

13.3.a IbelieveIcancompletealloftheassignmentsinamathematicscourse.

Never

Seldom

Sometimes

Often

Usually

6(1.1%)

15(2.7%)

83(14.7%)

244(43.3%)

215(38.2%)

13.4 IbelieveIamthekindofpersonwhoisgoodatmathematics.

13.4.a IbelieveIamthekindofpersonwhoisgoodatmathematics.

11/28

Never

Seldom

Sometimes

Often

Usually

8(1.4%)

28(5%)

126(22.4%)

184(32.7%)

217(38.5%)

13.5 IbelieveIwillbeabletousemathematicsinmyfuturecareerwhenneeded.

13.5.a IbelieveIwillbeabletousemathematicsinmyfuturecareerwhenneeded.

Never

Seldom

Sometimes

Often

Usually

3(0.5%)

9(1.6%)

74(13.1%)

194(34.4%)

284(50.4%)

13.6 IbelieveIcanunderstandthecontentinamathematicscourse.

13.6.a IbelieveIcanunderstandthecontentinamathematicscourse.

Never

Seldom

Sometimes

Often

Usually

3(0.5%)

6(1.1%)

71(12.7%)

242(43.1%)

239(42.6%)

13.7 IbelieveIcangetthehighestgradeinamathematicscourse.

13.7.a IbelieveIcangetthehighestgradeinamathematicscourse.

12/28

Never

Seldom

Sometimes

Often

Usually

41(7.3%)

86(15.2%)

155(27.5%)

148(26.2%)

134(23.8%)

13.8 IbelieveIcanlearnwellinamathematicscourse.

13.8.a IbelieveIcanlearnwellinamathematicscourse.

Never

Seldom

Sometimes

Often

Usually

7(1.2%)

18(3.2%)

100(17.8%)

214(38%)

224(39.8%)

13.9 Ifeelconfidentwhentakingamathematicstest.

13.9.a Ifeelconfidentwhentakingamathematicstest.

Never

Seldom

Sometimes

Often

Usually

21(3.7%)

51(9.1%)

160(28.5%)

181(32.2%)

149(26.5%)

13.10 IbelieveIamthetypeofpersonwhocandomathematics.

13.10.a IbelieveIamthetypeofpersonwhocandomathematics.

13/28

Never

Seldom

Sometimes

Often

Usually

5(0.9%)

19(3.4%)

98(17.4%)

194(34.5%)

247(43.9%)

13.11 IfeelthatIwillbeabletodowellinfuturemathematicscourses.

13.11.a IfeelthatIwillbeabletodowellinfuturemathematicscourses.

Never

Seldom

Sometimes

Often

Usually

9(1.6%)

22(3.9%)

118(20.9%)

207(36.7%)

208(36.9%)

13.12 IbelieveIcandothemathematicsinamathematicscourse.

13.12.a IbelieveIcandothemathematicsinamathematicscourse.

Never

Seldom

Sometimes

Often

Usually

9(1.6%)

19(3.4%)

107(19%)

208(37%)

219(39%)

13.13 IbelieveIcanthinklikeamathematician.

13.13.a IbelieveIcanthinklikeamathematician.

14/28

Never

Seldom

Sometimes

Often

Usually

27(4.8%)

105(18.6%)

196(34.8%)

144(25.5%)

92(16.3%)

13.14 Ifeelconfidentwhenusingmathematicsoutsideofschool/college/university.

13.14.a Ifeelconfidentwhenusingmathematicsoutsideofschool/college/university.

Never

Seldom

Sometimes

Often

Usually

3(0.5%)

14(2.5%)

92(16.3%)

222(39.4%)

233(41.3%)

14 WhatwasyourfinalgradeinDPmathematicsHL?

1

2

3

4

5

6

7

0

18(3.2%)

41(7.3%)

120(21.4%)

124(22.1%)

132(23.5%)

127(22.6%)

15 What(average)gradesdidyougetinyourotherDPprogrammesubjectgroups?

15.1 Group1:StudiesinLanguageandLiterature

15.1.a Group1:StudiesinLanguageandLiterature-(Average)grade(pleaseroundupasappropriate)

15/28

1

2

3

4

5

6

7

Notapplicable

0

0

0

27(4.8%)

171(30.5%)

251(44.7%)

109(19.4%)

3(0.5%)

15.2 Group2:LanguageAcquisition

15.2.a Group2:LanguageAcquisition-(Average)grade(pleaseroundupasappropriate)

1

2

3

4

5

6

7

Notapplicable

0

0

5(0.9%)

35(6.3%)

94(16.9%)

199(35.7%)

197(35.4%)

27(4.8%)

15.3 Group3:IndividualsandSocieties

15.3.a Group3:IndividualsandSocieties-(Average)grade(pleaseroundupasappropriate)

1

2

3

4

5

6

7

Notapplicable

0

0

3(0.5%)

38(6.8%)

144(25.9%)

201(36.1%)

149(26.8%)

22(3.9%)

16/28

15.4 Group4:Sciences

15.4.a Group4:Sciences-(Average)grade(pleaseroundupasappropriate)

1

2

3

4

5

6

7

Notapplicable

0

0

14(2.5%)

44(7.8%)

106(18.8%)

185(32.9%)

212(37.7%)

2(0.4%)

15.5 Group6:TheArts

15.5.a Group6:TheArts-(Average)grade(pleaseroundupasappropriate)

1

2

3

4

5

6

7

Notapplicable

0

1(0.2%)

7(1.3%)

29(5.3%)

55(10.1%)

94(17.3%)

60(11%)

298(54.8%)

16 WhatgradeswereyouawardedinyourDPprogrammecorerequirements?

16.1 TheoryofKnowledge(TOK)

16.1.a TheoryofKnowledge(TOK)-Grade

17/28

A

B

C

D

E

Fail

160(28.8%)

239(43.1%)

132(23.8%)

23(4.1%)

1(0.2%)

0

16.2 TheExtendedEssay(EE)

16.2.a TheExtendedEssay(EE)-Grade

A

B

C

D

E

Fail

159(28.5%)

201(36.1%)

154(27.6%)

37(6.6%)

6(1.1%)

0

17 Whatstageareyouatintermsofyouruniversitydegreecourse(BA/BSc)?

Iamnotgoingtodoa

universitydegree

Iwillbestartinga

universitydegreesoon

Iamcurrentlystudyinga

universitydegree

Ihavecompletedmyuniversity

degree

Other

2(0.4%)

57(10.1%)

424(74.9%)

76(13.4%)

7(1.2%)


18/28


IhavefinishedmyBachelorsandmovedontomyprofessionaldegreeinVeterinaryMedicine 154407-154401-9349015

CurrentlyinaMSc.programaftercompletingB.Sc.Eng. 154407-154401-9349050

MScStarting 154407-154401-9349879

Iamapplyingtoseveraluniversities 154407-154401-9350065

Ididn'tgotouni,andIminmyfirstyearofstudyingtowardstheACCA,anotherinternationalqualificationforaccountants.Impassingallmyexamssofar,andlovingtheworldofbusiness.Wouldlovetochattosomeonemoreaboutthissurvey,asIlovedtheIB,andalwayshappyforachat.

154407-154401-9352461


18 Thefieldofstudyofmydegreeis...

Humanities(e.g.Arts,

History)

Socialsciences(e.g.

Sociology,Politicalscience,

Economics)

Naturalsciences(e.g.

Biology,Chemistry,Physics)

Mathematicalsciences(e.g.

Mathematics,Statistics)

Professions(e.g.Medicine,

Law,Engineering)

Other

18(3.2%)

96(17.3%)

133(23.9%)

65(11.7%)

206(37.1%)

38(6.8%)



Undecided 154407-154401-9347990

Psycholinguistics(amixtureofthehumanities,socialsciences,andnaturalsciences) 154407-154401-9348095

Humansciences 154407-154401-9348162

Pharmacy 154407-154401-9348350

Business 154407-154401-9348399

19/28

19 Whatisthetitleofyourdegreecourse?


EnglishLiterature 154407-154401-9347981

BiomedicalEngineering 154407-154401-9347986

Finance 154407-154401-9347994

BiologyandHealth&Societies 154407-154401-9348001

MechanicalEngineering(MEng) 154407-154401-9347989


20.1 Beinggoodatmathematics

20.1.a Beinggoodatmathematics

Notimportantatall

Somewhatimportant

Important

Veryimportant

Don'tknow

59(10.3%)

115(20.1%)

155(27.1%)

237(41.5%)

5(0.9%)

20.2 Enjoyingmathematics

20.2.a Enjoyingmathematics

Notimportantatall

Somewhatimportant

Important

Veryimportant

Don'tknow

94(16.5%)

127(22.2%)

157(27.5%)

187(32.7%)

6(1.1%)

20.3 Beinginterestedinmathematics

20/28

20.3.a Beinginterestedinmathematics

Notimportantatall

Somewhatimportant

Important

Veryimportant

Don'tknow

90(15.8%)

129(22.7%)

152(26.7%)

193(33.9%)

5(0.9%)


21.1 Yourpersonalinterests

21.1.a Yourpersonalinterests

Notimportantatall

Somewhatimportant

Important

Veryimportant

Don'tknow

4(0.7%)

31(5.6%)

101(18.1%)

421(75.4%)

1(0.2%)

21.2 Yourparents

21.2.a Yourparents

Notimportantatall

Somewhatimportant

Important

Veryimportant

Don'tknow

122(21.9%)

216(38.8%)

156(28%)

59(10.6%)

4(0.7%)

21.3 Yourschoolteachers

21/28

21.3.a Yourschoolteachers

Notimportantatall

Somewhatimportant

Important

Veryimportant

Don'tknow

176(31.4%)

219(39%)

113(20.1%)

50(8.9%)

3(0.5%)

21.4 Yourcareerambitions

21.4.a Yourcareerambitions

Notimportantatall

Somewhatimportant

Important

Veryimportant

Don'tknow

12(2.1%)

66(11.7%)

152(27%)

324(57.7%)

8(1.4%)

21.5 Beinggoodatnon-mathematicalsubjectsinschool

21.5.a Beinggoodatnon-mathematicalsubjectsinschool

Notimportantatall

Somewhatimportant

Important

Veryimportant

Don'tknow

82(14.3%)

157(27.3%)

162(28.2%)

137(23.8%)

37(6.4%)

22 HowwellprepareddoyouthinkyourDPmathematicsHLmadeyouforeachofthefollowing?

22.1 Studyingonyourownfromtexts/notes

22/28

22.1.a Studyingonyourownfromtexts/notes

Notwellprepared

Somewhatprepared

Prepared

Wellprepared

Don'tknow

33(5.9%)

107(19.1%)

164(29.3%)

247(44.2%)

8(1.4%)

22.2 Listeninginlectures

22.2.a Listeninginlectures

Notwellprepared

Somewhatprepared

Prepared

Wellprepared

Don'tknow

40(7.2%)

112(20%)

168(30.1%)

230(41.1%)

9(1.6%)

22.3 Takingnotesinlectures

22.3.a Takingnotesinlectures

Notwellprepared

Somewhatprepared

Prepared

Wellprepared

Don'tknow

47(8.4%)

119(21.4%)

167(30%)

214(38.4%)

10(1.8%)

22.4 Workingonteamprojects

22.4.a Workingonteamprojects

23/28

Notwellprepared

Somewhatprepared

Prepared

Wellprepared

Don'tknow

133(23.8%)

160(28.6%)

124(22.1%)

126(22.5%)

17(3%)

22.5 Doingindependentresearch

22.5.a Doingindependentresearch

Notwellprepared

Somewhatprepared

Prepared

Wellprepared

Don'tknow

57(10.2%)

125(22.3%)

162(28.9%)

208(37.1%)

8(1.4%)

22.6 Computer-basedlearning

22.6.a Computer-basedlearning

Notwellprepared

Somewhatprepared

Prepared

Wellprepared

Don'tknow

138(24.4%)

172(30.4%)

123(21.7%)

120(21.2%)

13(2.3%)

22.7 Working/discussinginsmallgroups

22.7.a Working/discussinginsmallgroups

24/28

Notwellprepared

Somewhatprepared

Prepared

Wellprepared

Don'tknow

61(10.9%)

127(22.6%)

188(33.5%)

176(31.4%)

9(1.6%)

23 Towhatextentdoyoufeelyourdegreeismathematical?Mydegreeis...

...stronglymathematical(e.g.

maths,statistics,...)

...somewhatmathematical(e.g.

physics,engineering,...)

...alittlemathematical(e.g.

generalsocialscience)

...notmathematicalatall

(e.g.Englishliterature)

99(17.8%)

310(55.8%)

128(23%)

19(3.4%)

24 HowwellprepareddoyouthinkyourDPmathematicsHLmadeyouforyouruniversitystudiesinthefollowingmathematicalareas:

24.1 Calculatingandestimating

24.1.a Calculatingandestimating

Notpreparedatall

Somewhatprepared

Prepared

Verywellprepared

Don'tknow/Notapplicable

4(1%)

24(5.9%)

114(27.9%)

253(62%)

13(3.2%)

24.2 Ratioandproportion

24.2.a Ratioandproportion

25/28

Notpreparedatall

Somewhatprepared

Prepared

Verywellprepared


5(1.2%)

24(5.9%)

100(24.4%)

262(64.1%)

18(4.4%)

24.3 Manipulatingalgebraicexpressions

24.3.a Manipulatingalgebraicexpressions

Notpreparedatall

Somewhatprepared

Prepared

Verywellprepared


3(0.7%)

11(2.7%)

88(21.4%)

298(72.5%)

11(2.7%)

24.4 Proofs/proving

24.4.a Proofs/proving

Notpreparedatall

Somewhatprepared

Prepared

Verywellprepared


28(6.8%)

104(25.2%)

139(33.7%)

123(29.8%)

19(4.6%)

24.5 Problemsolving

24.5.a Problemsolving

26/28

Notpreparedatall

Somewhatprepared

Prepared

Verywellprepared


4(1%)

36(8.8%)

122(29.7%)

238(57.9%)

11(2.7%)

24.6 Modellingrealsituations

24.6.a Modellingrealsituations

Notpreparedatall

Somewhatprepared

Prepared

Verywellprepared


12(2.9%)

82(20%)

154(37.5%)

146(35.5%)

17(4.1%)

24.7 Basiccalculus(differentiation/integration)

24.7.a Basiccalculus(differentiation/integration)

Notpreparedatall

Somewhatprepared

Prepared

Verywellprepared


2(0.5%)

11(2.7%)

82(20.1%)

303(74.3%)

10(2.5%)

24.8 Complexcalculus(e.g.differentialequations)

24.8.a Complexcalculus(e.g.differentialequations)

27/28

Notpreparedatall

Somewhatprepared

Prepared

Verywellprepared


26(6.3%)

62(15.1%)

134(32.7%)

175(42.7%)

13(3.2%)

24.9 Statistics

24.9.a Statistics

Notpreparedatall

Somewhatprepared

Prepared

Verywellprepared


28(6.8%)

87(21.1%)

151(36.7%)

128(31.1%)

18(4.4%)

24.10 Complexnumbers

24.10.a Complexnumbers

Notpreparedatall

Somewhatprepared

Prepared

Verywellprepared


11(2.7%)

50(12.1%)

144(34.8%)

181(43.7%)

28(6.8%)

26 Comparedtootherstudents,howwelldoyoufeelyouaredoing(orhowwelldidyoudo)atuniversity?

28/28

Farbelowaverage

Belowaverage

Average

Aboveaverage

Faraboveaverage

Don'tknow

4(1%)

8(2%)

47(11.5%)

221(54%)

97(23.7%)

32(7.8%)

1/62



Restrictedtoresponsesgivenfrom1Jun2015 to5Oct2015

Hiding23 questions

11 WhatdidyoulikeinparticularaboutDPmathematicsHL?

Showingall480responses

Ienjoyedthecalculuspartsinparticularbecausetheywereinterestingandfuntocomplete. 154407-154401-9347981

Allofthedifferentconcepts 154407-154401-9347986

Ilikedthebreadthofthecurriculum,sinceitforcedustorememberoldertopicsinrevisionfortheexam

154407-154401-9348001

ComplexNumbersandCalculus 154407-154401-9347989

Itcoversalotofareasofmath,whichhelpedmegreatlyinuniversity 154407-154401-9348033

Thedepthtowhichwestudiedmaths 154407-154401-9347966

Thevarietyoftopics. 154407-154401-9347995

Ilovedmathsbutmyteacherruineditforme.Asdidmysixthformcollege.ColchesterSixthFormCollegeisajoke.

154407-154401-9348011

Thecalculus 154407-154401-9348122

Deeperunderstandingofmathandproofs 154407-154401-9348067

Veryengagincourse,withveryengagingproblemsoverall 154407-154401-9348075

Thechallengingnatureofthequestionsset 154407-154401-9348027

Itcoveredabroadarrayoftopicsatachallenginglevel 154407-154401-9348090

Ilovedthebreadthofthecourse.Itallowedmetogointouniversitywithabetterunderstandingofmanydifferentaspectsofmath,unlikeAPcalculuswhichonlycoversthatonesubject.

154407-154401-9348095

Itischallengingbutifyousetyourmindtoititisnotoverlycomplicated. 154407-154401-9348005

Theemphasisontheuseofthecalculatorinthecalculatorpaper,theemphasisplacedonstatisticsasacorecomponentofthecourseandtheuseoftheindividualproject,encouragingyoutoformlinkswithreal-lifescenarios.

154407-154401-9348074

Challengingmathematics,especiallylikedtheCalculusoption. 154407-154401-9348134

Basiccalculus 154407-154401-9348213

Ithoughtthepreparationforuniversityintermsofcalculuswasexcellentandthegeneralphilosophyofthecourse-theformalproof-basedapproach-leftmefeelinglikeIunderstood

154407-154401-9348045

2/62

philosophyofthecourse-theformalproof-basedapproach-leftmefeelinglikeIunderstoodconceptsratherthanjustblindlyapplyingmethods.

Strongfocusonpastpapers 154407-154401-9348238

Smallclasses. 154407-154401-9348097

Theinternalassessmentproject.Learningcalculus. 154407-154401-9348158

ItwasverychallengingandIwaspushedveryhard 154407-154401-9348232

Beingtrustedtousesolutionstohelpwithmyownlearningwhilealsobeinggiventheabilitytochoosetopicsthatspecificallydrawmyinterest.Ialsoenjoyedthevarietyofthecourse.

154407-154401-9348056

Thecoursewasreallychallengingandthequestionsinthefinalpaperwerethoughtful.Itreallysharpenedmymathematicalskills.

154407-154401-9348307

theconstantchallenge 154407-154401-9348093

Thevastrangeoftopics 154407-154401-9348234

Thechallenge. 154407-154401-9348244

Usingavarietyofmethodstomodelorsolvereal-worldproblems,andseeingtheinterrelationofdifferentmathematicalbranches

154407-154401-9348302

Competitiveatmosphereandbondingduetosmallgroup 154407-154401-9348297

Manydifferentfieldsofmathematicswerecovered,andoptionsallowedintegrationwithUSAPprograms.Also,theIAwasthought-provokingandunlikeothermathprojects.

154407-154401-9348299

coversawidevarietyoftopics.challenging 154407-154401-9348162

Myteacher.Beingabletoworkinsmallgroupsoncomplexstuff,andlearninghowtherewerepracticalapplicationsofit.Weintegratedthesurfaceareaofapanandfoundoutitwasalreadyoptimizedformaxvolumeatthatsurfacearea.

154407-154401-9348165

Differentiation 154407-154401-9348193

Challengingbutnotimpossible 154407-154401-9348321

Therangeoftopics 154407-154401-9348350

Nothing 154407-154401-9348399

Itwasverychallengingandmadethefirst2yearsofuniversityveryeasy. 154407-154401-9348314

Complexnumbers 154407-154401-9348081

Iliketheindepthanalysisofmultipleareasofmath. 154407-154401-9348276

Outstandingpreparationtostartingengineeringatuniversitylevel 154407-154401-9348265

Learningalot 154407-154401-9348325

Havingsuchabroadrangeoftopics;somethingthatprovedtobeveryusefulinmyuniversitystudies.

154407-154401-9348390

Fastpace,useofGDC 154407-154401-9348288

Howeasyitwas. 154407-154401-9348410

Theproblemsolvingaspect. 154407-154401-9348289

ihateallthethingaboutit. 154407-154401-9348145

3/62

ihateallthethingaboutit. 154407-154401-9348145

Itwaschallengingbutdoableandalsogotmelotsofcollegecredit 154407-154401-9348425

Induction,provingdifferentformulasandtheorems,learntoApplyMathsindailyLifeproblems

154407-154401-9348413

Breadthanddepth. 154407-154401-9348455

Itreallypreparedmeforcollegelevelcalculus. 154407-154401-9348519

Ilikedtherangeoftopicsthatthecurriculumcovered.ThefactthatIhadknowledgeofseveraldifferenttopicsmadeexpandingonthemincollegemucheasier.

154407-154401-9348433

Thecalculusoption 154407-154401-9348544

Breadthanddepth 154407-154401-9348602

Mathematicalinvestigationpaperwasfun 154407-154401-9348587

Studyingdifferentinterestingtopics-theoptionwechosewasDiscreteMathsandIfoundthatnovelandinteresting.Alsoexploringtheothermathsininterestingways.

154407-154401-9348445

Challenging 154407-154401-9348201

Ourteacherwasgreatandofcourse,whenyousolveadifficultproblem,itgivesyousomeaccomplishment.Butmathwasnevermyprimeobjectiveorsomethingtogivemesatisfaction.

154407-154401-9348514

TherewerelotsoftopicsthatIwouldn'thavecoveredinanAPcoursee.g.imaginarynumbers,stats,differentialequations,andvectors.GoingintoaUniversity,knowingtheseskillsputsmeaheadoflotsofstudents.

154407-154401-9348635

Thedepthtowhicheverytopiciscoveredisamazing,andhelpstobroadenthemind. 154407-154401-9348722

Varietyoftopics. 154407-154401-9348593

Theoptionsareawesome,it'ssocoolthatwegottolearnaboutgrouptheory! 154407-154401-9348611

calculus 154407-154401-9348549

Youlearnalotaboutmathematicsandithelpsdevelopthewayyoureason. 154407-154401-9348240

Idon'tremember,butIdolikethatitwasacceptedasafirstyearcalculustransfercreditatmyuniversity.

154407-154401-9348714

Nothinginparticularbutsometopicswereinteresting. 154407-154401-9348753

Ilikethechallengeofapplyingconceptstoreallifesituations,andthecommunityformedbyclassmates.

154407-154401-9348799

Itaddressesaverydiversesetoftopicsinmathematics.Myfavoritetopicwasmyoption,DiscretemathbecausethisisatopicIenjoyandisdifficulttofindacourseforanywhereelse.

154407-154401-9348733

Theexploration 154407-154401-9348856

Calculus 154407-154401-9348096

Ilovehowthequestionstacklereallifeapplicationofmathematics. 154407-154401-9348167

Lessonswentintoagreatdetailofmathematicsandconstructsastrongbaseforuni,Subjectswerevariedandchallenging.

154407-154401-9348852

Thereal-lifeapplicationofmanyoftheproblemsIwasrequiredtosolve. 154407-154401-9348295

Iwasexposedtodifferentareasofmathematics. 154407-154401-9348936

4/62

Iwasexposedtodifferentareasofmathematics. 154407-154401-9348936

Thelogicalprogressionoftopicsandmywonderfulteacher. 154407-154401-9348756

Challenging 154407-154401-9348998

Itwasverythoroughforsuchawiderangeoftopics. 154407-154401-9349028

Therigorpreparedmeformyownstudyinginuniversityinevenhigherlevelsofmath. 154407-154401-9348879

Thestartoftheprogram,calculusA,theproblemsolvingaspectoftheIA 154407-154401-9349015

differentiationanddifferentialequations 154407-154401-9349014

Manyquestionswereoriginalorinteresting;theyweren'tjustrepeatedusingdifferentnumbers.

154407-154401-9348827

Howitallowedmetodevelopgoodproblemsolvingskills. 154407-154401-9349051

Iwaschallenged.Myteacherwasamazing. 154407-154401-9349022

Greatperparationforuniversitymathematics.Gavemeagoodboostformyengineeringdegree.Ilearnedthosetopicsinasmaller,highschoolclassroomsetting,andthathelpedmaketheconceptsstick.Imayhavebeenabitmorelostinauniversitylectureifadvancedtopicslikeintegrationorcomplexnumberswereintroducedinalecturehallofseveralhundredpeople.

154407-154401-9349050

HelpingtheSLandmathStudiesstudents,usingaGDC,basicprobability 154407-154401-9349011

Thecoursewashardandthatprovokedmyinterest. 154407-154401-9349219

Theprojectshadenoughtimeformetocompleteandunderstandwhytheyareimportant. 154407-154401-9349222

Theconnectionsbetweendifferenttopics 154407-154401-9349228

Thebroadrangeoftopicsthatwerecovered 154407-154401-9349223

ItmovedatagoodpaceandIdidn'tgetbored. 154407-154401-9349325

IenjoyedthewaytheDPorganizedallofthetopicsandbrokedowntheconcepts. 154407-154401-9349209

Thewayitbroughtoutthebestinmebypreparingmefortheworst. 154407-154401-9349376

Challengingandrewarding 154407-154401-9349348

Itmadeuniversitymathaloteasierbecausetopicswererepeated 154407-154401-9349377

Coversawidebreadthofmaterial. 154407-154401-9349415

Greatpreparationforuniversity,IamdoingachemistrymajorandIhadtodomultiplecalculuscoursesthatIsucceededeasilythankstotheIB

154407-154401-9349398

IparticularlyenjoyedthecalculusthatappearedinmathematicsHL 154407-154401-9348292

Theoption!OutofalltopicsinHL,"Sets,RelationsandGroups"isthebestandmostusefulpreparationformymathsdegreeandinmyopinionagreattasterforwhatmathematicsinuniversityreallyis!AdditionallywhenIdidit,theinvestigationinternalassessment(boththeprocessandoutcome)waschallengingbutrewardingandIconsiderthatthebestandmyproudestpieceofacademicworkinMathsHL.Intermsoftopicsithasmoststuffyouneedtoprepareyouforanengineering/science/mathsdegreebutdoesn'toverburdenyoutocauseyoutoneglectonothersubjectsaswell,inmyopinion.

154407-154401-9349478

Varietyoftopics;questionsconnectedbetweentopics;IAsandquestionswerechallenging,interesting,andsimulatedtasksI'vebeenfacedwithinthefuture

154407-154401-9349563

5/62

interesting,andsimulatedtasksI'vebeenfacedwithinthefuture

Howcertainquestionsrequiredtheuseofknowledgefromdifferentunits,thusrequiringcreativeproblemingsolving.

154407-154401-9349634

Getsmoreintoproblem-solvingthanatypicalmathcourse;youhavetoapplyskillsinsteadofjustpracticingformulae.Goodbreadthoftopicsfromavarietyofareas.

154407-154401-9349685

Thechallengingcoursework. 154407-154401-9349756

Probabilityandstats-itwasouroptionandtheteachermadeitveryenjoyable 154407-154401-9349551

thefocusonnumbertheory 154407-154401-9349495

Themethodologyusedtoteachthetopics. 154407-154401-9349691

Therelativelylowgradeboundaryfora7,whichallowsroomforcarelessmistakes.Ialsolikedtheopportunitytochooseyourownoptionforpaper3.Ialsoreallylikedtheformulabooklet,asitturnsmathfromasubjectthatrequiresmemorizationtoasubjectthatrequiresstrategy.

154407-154401-9349696

Thecurriculumwasarrangedverywell.Iespeciallylikedtheinclusionofmathematicalinduction,atopicthatmoststudentsarenotintroducedtountilupperlevelcollegemathematicscourses.

154407-154401-9348064

Thestatisticsoptionwasagreatwaytoreinforcethecorestatisticscontent 154407-154401-9349740

Acoursewhichgivesthepossibilityofexercisinglogicabilities. 154407-154401-9349283

Almosteverything 154407-154401-9349723

Thepaceoftheclassandvarietyoftopics 154407-154401-9349765

Howtherewasagoodoverviewofmanycalculusideas/problems 154407-154401-9349886

HeavyTheoryandLimits 154407-154401-9349879

Exposuretosomanydifferenttopics.Itreallyallowedmymathematicalprowesstogrow. 154407-154401-9349937

IwasnottaughtthemathematicsHLcourseworkfortheoptionsthatthedistrictchoseforme.IwastaughtAPCalculusBCandmyteachertaughtusonlythat,andgaveusaninternalassessmentandwedidnotknowwhatwasgoingtobeonthetest.Though,Ididlikethatthematerialthatshoweduponthetestwascollegelevelmathematics.

154407-154401-9349873

Thechallengeofhavingtofigurethingsoutonmyown. 154407-154401-9349908

Ilovedthecalculusaspects.Thetopicswerewelltaughtandverydeep.Lessonsweremuchmoreinsightfulduetotheapplicationofcalculustoreallifeproblems

154407-154401-9349995

Ilikedthehigherleveltopicaswellasthebalancebetweenlinearalgebraandcalculus. 154407-154401-9349992

Thebreadthanddepthofknowledgewasverygood 154407-154401-9350051

ItchallengedmemorethananyofmyotherHLclasses. 154407-154401-9349960

Statistics 154407-154401-9350045

Nothingabsolutely 154407-154401-9349837

CalculusParticularquestions

154407-154401-9350065

Ilikedhowwewentindepthwithregardstothevarioustopics.Itdidnotfeellikejustasuperficialoverview;weexploredhowitrelatestoreallife,whichledtoagreaterunderstanding.

154407-154401-9350105

6/62

Learninghowtoproblemsolve.Thishashelpedmeinmanymoreclassesinbothhighschoolandatuniversity.MinmathematicsHL,weweretaughthowtocarefullyconsiderthetoolsthatwehadandusethemtosolveaproblemefficientlyandcorrectly.

154407-154401-9350058

Depthincalculus 154407-154401-9350073

Ilikedbeingabletostudyatopicin-depth(inmycase,calculus)forthepaper3test,whichisnotpartoftheSLMathcurriculum/test.

154407-154401-9350170

Thebroadbodyofknowledgegainedthroughoutthecourseanditstrulychallengingnature 154407-154401-9349969

Therangeofimportantmathematicalareascoveredpreparedmewellformathematicalandstatisticalmaterialatuniversitylevel.

154407-154401-9350203

MyparticularlikesaboutHLmathswasspecifictomyschool;greatteacher,tinyclass. 154407-154401-9350308

Therangeoftopicsthatyoustudy 154407-154401-9350282

CoreStatistics 154407-154401-9349713

Ilikedthedifficultybecauseitpushedmetoimprovemymathematicalabilitygreatly 154407-154401-9350288

Taughtustothinknotjustintermsofgettingthecorrectanswer,butintermsofwhytheanswerwascorrect.Beganamorerigorousinquiryofmathematicsthanwhatwasavailableinotherprogrammes.

154407-154401-9350247

Ittoucheduponsubjectthattypicalhighschoolinmycountrydidnotdiscuss,suchasplaneintersectionect

154407-154401-9350303

Thelevelofrigourandthespreadoftopics. 154407-154401-9350360

Challengingmaterialinavarietyoftopics 154407-154401-9348800

Alwaysthinkingoutsidethebox.ExcellentTeacher 154407-154401-9350390

Thestatisticsoptionwasinteresting. 154407-154401-9350391

Thesomewhatbroadrangeoftopics,includingstatisticsandvectorsaswellascalculus,thatintroducedmetoseveralkeyconceptsI'mstudyingnowformyengineeringdegree.Alsohavingthethirdexammorethanaweekafterthefirsttwo,whichgavememoretimetostudy.

154407-154401-9350398

Theabilitytoexploreamathematicalconceptwithcompletefreedom. 154407-154401-9350401

Beingtaughthowtoapproachaproblem,andunderstandtheproblem,ratherthansimplybeinggivena'recipe'tofollowwhichwouldobtainthecorrectanswerwithlittleunderstandingrequired.

154407-154401-9350394

Thetopicscovered,particularlyinoptionswerehelpfulformyengineeringdegree. 154407-154401-9350462

Therewasawiderangeoftopicsinmathematicstaughtinthecourse.ItwasafairlysmallgroupthatdidHLmathaswellsoitwasmorepersonal.

154407-154401-9350419

itmademenotlearnbutexploremaths. 154407-154401-9350434

Thesmallclassof17peoplewhoarealldrivenandinterestedinmath.Theinteractionswithteacherandpeersthroughoutthecoursesareveryenjoyable.

154407-154401-9350418

ItwasthefirsttimeIwastaughtmatrixalgebraactually,becauseallmypreviousteachershadskippedthattopicalthoughI'vecometorealizeandmatricesareveryimportantinlinearalgebraandcomputerscience.

154407-154401-9350416

Mysmallclasssizeallowedmyteachertobemuchmoreinteractivewithusasstudentsand 154407-154401-9350431

7/62

Mysmallclasssizeallowedmyteachertobemuchmoreinteractivewithusasstudentsandspentlotsoftimediscussinghowvariousproblemscanbesolvedindifferentways.Also,mostofourclasstimewasbudgetedtowardsdiscussionofhomeworksetsandexamproblempractice,whichpreparedmemorefortheExam.

154407-154401-9350431

Thebreadthofsubjectsbeingexplored 154407-154401-9350292

calsulus 154407-154401-9349018

GoodCalculusandstatisticsprograms 154407-154401-9350554

Itteachesyouhowtostudy/workhard;itchallengesme;itinterestsme 154407-154401-9350567

thechallengeanddifficultylevel 154407-154401-9350639

Itwasrigerousandgotmereadyforcollege 154407-154401-9350606

TheteachersIhadwereamazingandmademyexperienceinmathwhatisprobablymybestexperienceofhighschool

154407-154401-9350677

Thebreadthofmathematicsstudied. 154407-154401-9350721

Developingtheskillsandabilitytosincerelylearnthemeaningofcontent,ratherthansimplymemorizingit.

154407-154401-9348393

SinceIhaveentereduniversity,Ihavefounditextremelyhelpfultohavebeenpreviouslyexposedtotopics(suchasvectors)coveredintheDPmathematicsHLcurriculum.

154407-154401-9350682

goodteacher,smallclasssize 154407-154401-9350756

varietyoftopics 154407-154401-9350846

Itgavemeagreatbackgroundinalotofareasofmathematics.Thismadetakingfurthermathandphysicscoursesatuniversitymucheasier.

154407-154401-9350865

Gaveaverygoodintroductionintomanydifferentfieldsofmathiematricesvectorsstats 154407-154401-9350851

CalculuswasthemostinterestingtopicofmathematicsHL.Thetopicitselfshowyouatotallydifferentkindofmathematicsfromtheoneeveryonelearnsuptothatpoint.

154407-154401-9350908

BytakingthecourseIwasabletotakemyfilmclassoutsideoftheIBprogram. 154407-154401-9350884

Academicrigourandpace. 154407-154401-9350936

Coversalotoftopic 154407-154401-9350600

Theteacherwasgreat.IlikedthechallengetheHLmathoffered.Ideeplyenjoyedwhenmathwasvisualizedasgraphsandpictures.

154407-154401-9351005

Exploringmanydifferentbranchesofmathematics. 154407-154401-9351125

Veryrigorousandintellectuallystimulatingprogram.EventhoughIendedupstudyinginthehumanitiesandsocialsciencesandamnowalawstudent,thecoursewasbeneficialtomyeducationinthatitrequiredcomplexproblem-solvingskills.

154407-154401-9351110

inclusionofstatistics,calculus,andproofs 154407-154401-9351062

Ilikedthatittaughtmenewskills. 154407-154401-9348060

Basiccalculus,series 154407-154401-9350465

Thedepthofthecoursecomparedtoournationalcurriculum.SadlymanytopicshavenowbeenremovedortransferedtoFurtherMathematics

154407-154401-9351183

Itwasn'tlikethesimpletextbookbasedmathcourse.Thequestionswedidactuallyhadto 154407-154401-9351190

8/62

Itwasn'tlikethesimpletextbookbasedmathcourse.Thequestionswedidactuallyhadtomakemethink.SometimesIhadtocombinemultipletopics.

154407-154401-9351190

Reallifeapplicationsofmathematicalbeauties 154407-154401-9348059

GDC 154407-154401-9351470

Thechallengeandthebreadthofmaterialcovered 154407-154401-9351420

Theprojectsarestillsomeofmyfavoritemathworkcompletedtodateafterhavingdoneundergraduatestudiesinmathematics.

154407-154401-9351587

Theprojectsandtheoptionspaper 154407-154401-9351610

hltopicsarechallenging 154407-154401-9351613

THEextentofTHEoption 154407-154401-9351619

IlikedtheinteractionbetweenHLPhysicsandHLMathematics.Theycomplementedeachotherperfectly.

154407-154401-9351742

Rigorousandchallengingcurriculum. 154407-154401-9351800

Theamountofcalculus(myteachercoveredtheSeriesandDifferentialEquationsoption).Itcameuprepeatedlyinmycurrentstudies-Iamnowaseniorundergraduatephysicsmajor.Theamountofstatisticscoveredwasalsohelpful.Overall,thebestpartwasbeingpushed-itwasthefirsttimethatIfeltchallengedinamathcourse,andIreallybenefitedfromit.ImaintainthatHLmathisstillthebestcourseI'vetaken.

154407-154401-9351856

Theteacher 154407-154401-9348124

Questionsthatplacea"twist"ontaughtconcepts 154407-154401-9351895

Funproblemstosolve. 154407-154401-9351942

Ilikedthewidevarietyofdifferenttopics.Thecoursewasfocusedonapplicationsandproblemsolving.

154407-154401-9351723

Calculus 154407-154401-9352022

idkourteacherwascool 154407-154401-9352051

Itputmeaheadincollegemath 154407-154401-9352067

Theclasswasrathercomfortable.Evenassubjectsgrewdifficult,theclassfunctionedasonetokeepeveryoneatanatleastsufficientlevelofcomprehension.Thesmallsizeoftheclassalsopermittedforeasyhelpwiththemorecomplexsubjectsandquestions.

154407-154401-9351981

Thedifferentapproachestothesameproblem 154407-154401-9352122

Calculus 154407-154401-9352147

Vectors 154407-154401-9352135

IIikedthevarietyoftopics. 154407-154401-9349639

megustohacerlaexploracion,porqueteniaquebuscaryolainformacionytratarla,loquemedabamayorautonomiaalahoraderesolverlasdudasyproblemas.

154407-154401-9352149

Itscomprehensiveness,depthandutility 154407-154401-9351605

Beinginthehardestclassthatourhighschoolhadtooffergavemesomesenseofaccomplishment.

154407-154401-9352322

9/62

Thecontentthatwelearnedwasappropriate. 154407-154401-9352339

Ihadagreatteacherwhoexplainedtheconceptsverywell. 154407-154401-9351301

Theindependenceandconfidencegainedfromsolvingmoreadvancedandinterestingproblems,andthefactthatthematerialwastaughtwithoutredundancy.

154407-154401-9352114

Thequestionsattheendofthepaperthatactuallymadeonethinkaboutthedeeperconceptsbehindtheproblem.Itwaswell-designedbecauseitmixedtwoormoreconceptstoo.

154407-154401-9352316

Complexnumbers 154407-154401-9352350

GenerallyIenjoymathematicsandsolvingmathematicalproblems.Myteacherwasverygoodatshowingusthatmathscanbefunandsometimeshegaveustimetoworkaroundasetofproblemsourselfduringwhichwecouldeatsnacksetc.Thissetaveryrelaxingbutproductiveathmosphere.

154407-154401-9352355

Howwellconnectedtopicsandmoduleswere.itdisappointedmethatdifferentialequationswerenotpartofthesyllabus,andithinkifthechancewasthere,idhaveputvectorsasanoptiontopicandbroughtforwardmorecore/puremathsintothemainbulkie.Maclaurinandtaylorseriesthatareinthecalculusoption.Iwantedtotakethistopic,butcouldnot,asourteacherchoseforustododecisioninstead,whichidespise.

154407-154401-9352461

Itwaschallenging,Ilikedthepace,andeverythingwasexplainedwellandmadesense. 154407-154401-9350446

Reallifeapplicationsofcalculus 154407-154401-9352497

Coversalotoftopics.Abilitytogodeeperinoptions.

154407-154401-9351310

Thebreadthofmathematicsthatwascovered.Alsotherealworldapplicationsandlinkstoothersubjects.

154407-154401-9352568

InternalAssessments.Theypresentedreallifecases,wherewecouldusetheknowledgeacquiredoveryears.

154407-154401-9352588

Ilikedhowthecomplexityoftheproblemsforcedmetostepback,analyze,andincorporatedifferentmathematicalareas,asopposedtoblindlyregurgitatingformulas.

154407-154401-9352613

Thevarietyoftopicsensuredthatthecoursealwaysremainedfresh,challenging,thought-provokingandveryinteresting.

154407-154401-9352578

-Linearalgebra(veryusefulfoundationwhenIbeganlearningtoprograminuniversity)-Veryrigorouscalculusbackground

154407-154401-9352649

Ilikethatitmadecollegereallyeasy(I'manengineeringmajor) 154407-154401-9352635

Ilikethattheytaughtusdifferentiationandintegration,whichaveryimportanttopicinuniversity

154407-154401-9352746

Learninganddiscoveringnewareasofmathse.g.calculus,complexnumbers 154407-154401-9352758

Itwasrigorousandcoveredhigherleveltopics 154407-154401-9352768

Thewidebreathoftopics,andtheselfdrivennatureofportfolios 154407-154401-9350427

Thefactthatitcoveredabroadrangeoftopic,whichIcouldcoveratmyownpace. 154407-154401-9352849

Ilikehowwelearnalotinacondenseperiodoftime.ithelpsinuniversity! 154407-154401-9352857

Itbranchedoutintoareasofmathcoveredin1stand2ndyearuniversity.(WellourfurtherDEsoptiondid)

154407-154401-9349220

10/62

Thewiderangeofmathematicaltopicscoveredandtheemphasisonprocess,notanswers. 154407-154401-9348528

integratedcalculusandstatistics 154407-154401-9352892

Ireallyenjoyedtopicssuchascalculus,andalsocalculusformypaper3.Ilovedhavingtheabilitytoworkthroughpastpapersgraduallyaswecoveredmoretopics.Ialsoreallyenjoyedthevarietyofcalculatorandnon-calculatorbasedquestions.

154407-154401-9352819

Thereportonemadeaspartoftheassessment 154407-154401-9352962

Ienjoyedtheexposuretodifferentialequations(forpaper3)aswellasmatrixandvectortopics.

154407-154401-9353190

MathPortfolio 154407-154401-9353254

Ilikedsomeofthechallenges,Iusedtoreallyenjoymathbeforethisclass 154407-154401-9353252

Thesyllabuscoversawiderangeoftopics. 154407-154401-9353294

Itdevelopedmyskillstoalevelwhichenabledmetocreativelysolvemathematicalproblemsandcreativelythinkaboutreal-lifemathematicalproblems,ratherthanjustuseaparticularmethodtosolveamathematicsquestion.

154407-154401-9353296

Ilikedthatwelearnedseveralmethodsofsolvingcalculusproblemsandcomparedeachmethod'sefficiencytoaparticularproblem.Inaddition,Ilovedtheindependencethattheclassgavemeinsolvingmyownmathproblems-especiallyintheMathematicsExploration.

154407-154401-9353284

IlikedthelookatbranchesofMathematicsthatIwouldn'tusuallygetachancetolearnabout. 154407-154401-9353331

Ilikedhowittaughtmetothinkdifferently,inunconventionalways. 154407-154401-9353330

Ilikedthemultistepprocessestoansweringquestionsinthepapers.Ialsolikedtheacknowledgementofdifferentstrengthsinthecurriculum

154407-154401-9353325

Thechallengingstructure 154407-154401-9353355

Ilikethescopeanddepthoftheprojectswehadtocomplete. 154407-154401-9353376

Ienjoythecomplexityandproblemsolving,andbeingwellaheadcomparedtootherstudentsinuniversity.

154407-154401-9353323

Ilikedlearningtosolvemulti-stepproblems. 154407-154401-9353385

TheInternalAssignments 154407-154401-9353421

ThatconceptsthatweretaughtinmyuniversityweretaughtinHL.HLalsointroducedsomeformofformalmathematicalproofs,suchasmathematicalinduction.

154407-154401-9353424

Astrongfoundationinpuremathematics;encouragementtolearnandthinkaboutdifferentpossibleapproachesandapplications;formulabookletmeanstestedmaterialisnotrotememorizationbutinsteaddeeperconcepts.

154407-154401-9353445

Verychallenging 154407-154401-9353447

Greatcourseencouragingstudentstothinkoutsidethebox. 154407-154401-9353477

Intermsoftopics,Ienjoyedlearningaboutcalculus,complexnumbers.Intermsofthecourse,Idefinitelyenjoyedtacklingproblemsfromauniqueandverydifferentapproach.Ialsoreallyenjoyedlearningallthenewtopicswecoveredandlikedthatwecoveredthemindepth.HLMathwasdefinitelyawonderfulexperienceandaworthwhilechallengingwaytodelveintomyinterestinmathematics.

154407-154401-9353465

Doingquestionbanks 154407-154401-9353425

11/62

DoingquestionbanksSupportiveandknowledgableteacher

154407-154401-9353425

Therangeoftopicscoverwasveryfascinatingandfocusedmoreonbuildingabilitytoutilizeandmanipulateequationsfordifferentsituationsratherthanmemorizingequationforparticularfunctions

154407-154401-9353486

Thefreedomtouseyourownmethodandthegreatvarietyofmaterialcovered.Alsothedifferentialequationtopicwasinteresting.

154407-154401-9353463

Itwaschallenging,yetrewarding.Ithelpedmeimmenselyinmyfuturestudiesofmathematics. 154407-154401-9353497

Discretemathematics 154407-154401-9353518

Depth+introductiontoalotofdifferentareas 154407-154401-9352798

MathHLisrigorousandintensive.Thelevelofdifficultyisgoodenoughtocovermostuniversityintromathclasses

154407-154401-9353530

Beingabletostudymanydifferenttypesofadvancedmathematicaltopics. 154407-154401-9353531

Knowingmoreaboutthetopic 154407-154401-9353545

Newtopicsinamaturediscussion 154407-154401-9350650

Thecross-topicconnectionsandthestyleofquestioning.Itwasn'tacoursesolelybasedonaskingquestionsfromspecifictopics,butratherintegratedmanydifferenttopicstogether.

154407-154401-9353556

Ourparticularclasshadveryfewpeople 154407-154401-9353577

Itwasanintellectualchallenge. 154407-154401-9353586

Differentialséquations 154407-154401-9353595

Ienjoyedtheassignments. 154407-154401-9353458

Ireallyenjoyedhowwetoucheduponvarioustopicsofmathematics,andhavingateacherwhowasreallypassionateaboutthesubjectfurtheri

154407-154401-9353612

Vectorsandmatrices;Option:Sets,RelationsandGroups;problemsolving 154407-154401-9353616

Ilikedthattherewasanattempttocoverallthemathematicswehavecoveredinhighschool. 154407-154401-9353657

Reallifescenariobasedquestions 154407-154401-9353452

Ilovedthatitwassuchanindependentclass. 154407-154401-9352781

Thefreedomgivenintheclassroomandthecomplexityoftheproblems. 154407-154401-9353688

Coversrelevantmaterialthathasaidedmeinmyuniversitystudy. 154407-154401-9353723

ItpreparedmeforUniversity 154407-154401-9353879

workout 154407-154401-9353894

Breadthanddepthoftopicscovered,includingtopicsuniquetotheIBprogrammee.g.complexnumbers

154407-154401-9350011

Theprojectquestions/problemswerereallyinterestingandIenjoyedsolvingthem 154407-154401-9354186

Ilikethechallengetheitoffersstudents.Ithinkthatiftaughtcorrectlyitcouldgiveonecollegecredit,andtheycouldreallytakealotout.

154407-154401-9354214

Nothingreally.Moretopics,morework,morehomework,morepapers! 154407-154401-9354135

12/62

Ijustlikedhowchallengingthecoursewasingeneralandthesenseofachievementwhenifullyunderstoodconcepts(e.g.matricesandcalculus).Ionlyendedupwithagradeof4butIwassatisfiedthatIhadpassedandthatireallymanagedtochallengemyselfenoughinmyfinalschoolingyear.

154407-154401-9355946

ThecollaborativeenvironmentIwasin 154407-154401-9356676

Theversatilityofwhatthemethodstaughtcouldbeusedfor. 154407-154401-9356604

Ilikedthewiderangeandchallengeofmathematicscoveredinthecourse. 154407-154401-9356618

Theabilitytochooseatopicasanoption,suchasCalculus.Theexplorationwasfuntodo! 154407-154401-9356723

TheIA-theabilitytoexploreatopicofmychoiceindepth. 154407-154401-9357115

Thecoursesabilitytochallengestudentsbeyondtheircomfortzone 154407-154401-9355658

Verychallenging,butcompletingitwasrewarding. 154407-154401-9357781

Whenyoucansolveverydifficultquestions 154407-154401-9349803

Thechancetodevelopyourownmethods 154407-154401-9358180

Theproblemswereveryinterestingandthesyllabuscoveredabroadrangeoftopicssuchthatitgavemethefoundationnecessaryforuniversitymathematics.Paper1doesnotallowtheuseofcalculatorsowehadtolearnhowtosolveproblemsbyhandandnotjustrelyoncalculatorcompletely.

154407-154401-9358188

Howthingswereinterconnectedandthatitwaschallengingandprovidedplentyofmethodsand"tools"forfuturemathstudies

154407-154401-9358862

Howitencouragedmetoconnectthedifferenttopicstobetterunderstandmathematicsasacohesiveunit.IwentontostudybioengineeringsobeingabletoactuallyapplythemethodsIhadlearnedhashelpedimmensely.

154407-154401-9359305

ItwasareallyinterestingclasswhereIcouldlearnmathematicsinamoreabstractandinterestinglevel

154407-154401-9359430

Thatitreallycoversalotofdepthinthetopicsitcovers 154407-154401-9359438

Nothinginparticular 154407-154401-9353722

Ilikedthatmanytopicswerecovered,includingsometopicsthatwererelevantinuniversity,whichgavemeahugeadvantage(eg.Complexnumbers).

154407-154401-9359713

thateverybodyintheclassweremotivated,andthatthefocuswasonproblemsolvingandapplication,andnotonlylearninghowtodothingsfromtheblackboard

154407-154401-9353489

ItwasquitechallengingbutonceIworkedouthowtosolvetheproblemsIquiteenjoyedit. 154407-154401-9360134

Itpreparedmeverywellforuniversity. 154407-154401-9360809

alotofprobabilityandstatistics 154407-154401-9360974

Challenging 154407-154401-9361062

Theoption:itisagreatwaytoexploreatopicdeeply. 154407-154401-9361090

Thesheeramountofexploration,itpreparedmewellformyMathematicsMajoratUniversity 154407-154401-9361171

Themath. 154407-154401-9361563

13/62

Themath. 154407-154401-9361563

Gettingtoknowalmostallareasofmaths,evenifmostlyjustonthesurface 154407-154401-9361616

Thechallenginglevelofmaththatwehadtodo,whichwasbeyondsomefirstyearuniversityclasseseven

154407-154401-9361694

Comprehensive.Goodteachingstyle.

154407-154401-9362061

Theexplorationaspectthatwasallowedindoingmyinternalassessments. 154407-154401-9362089

Ienjoyedtheconnectionsbetweendifferenttopics.ItwasagreatintroductiontoFurtherMathHL,anditmademethinkabouthowseeminglyunrelatedbranchesareintimatelylinked.

154407-154401-9362115

Ittouchedonsomanydifferentareasinmathematics,butstillataveryhighlevel.Ifeltlikeitpreparedmeverywellforhigherlevelmathematicscoursesatuniversity.

154407-154401-9362199

Thevarietyoftopicsstudiedwasexcellent.Itpreparedmetoatleastbefamiliarwithavarietyoftopicsexploredingreaterdetailduringundergrad/universitystudies.

154407-154401-9362015

thedifferentareas 154407-154401-9362548

Focuswasonproblemsolvingandlearning,notonpluggingnumbersintoequationsandformulas.

154407-154401-9362568

Ilovedmyoptiononstatisticsandprobability. 154407-154401-9362716

calculusandvectors 154407-154401-9362719

Depthandbreadthofstudy 154407-154401-9362778

TheexplorationIdidintheBiologicalareausingthemathematics 154407-154401-9362761

nothing. 154407-154401-9363232

optionaltopics:learnmoresoIknowIstillhavemuchmoretolearnintheareaofmath 154407-154401-9363584

Ilikedthatitcoveredabroadrangeoftopics,anddidnotleaveanythingout.Inaddition,theHLoptionswerecoveredingreatdepthandwereofparticularhelpinuniversity.Ilikedhowtherewerenorepeatedquestionsinthepastpapers,andsoeverysingleexamrequiredactualknowledgenotmemorisationofthematerial.

154407-154401-9363653

Theexposuretomathematicalrigourandthesmallclasses. 154407-154401-9363756

Calculus 154407-154401-9364186

ThethingthatIhadtousecreativityalotintheprocessofsolvingexercises:sometaskshadseveraldifferentwaysofhowcouldtheybesolved

154407-154401-9364987

InternalAssessment 154407-154401-9366502

Ourownreaearchproject(IA) 154407-154401-9363892

Ilikethatitconsistedofcalculusandstatistics.Itwasagoodcombination.AndIfeellikeitwasdifferentthanwhatallofmyclassmateshereatcollegedidinhighschool.

154407-154401-9367516

Theall-inclusivenessofsubjectmatter 154407-154401-9368568

ThefinalIBtestdidreflectmytrueabilityinmathematics. 154407-154401-9370916

Ilikedthatitwaschallenging.Ihadneverbeenchallengedbymathsomuchbefore. 154407-154401-9370780

Theoption:Set,RelationsandGroups 154407-154401-9371961

14/62

I'vecomparedmymathematicsHLexperiencewithpeopleI'vemetincollegewhotookotheradvancedmathclasses.WhatsetIBapartisthatthecurriculumcoversadiverserangeofmaths,whilesomeofmycounterpartsareonlyproficientinonearea.Ibelievethatthisapproachismorebeneficialbecauseitimbuesa"bigpicture"approachtolearningconcepts,andfacilitatesconnectionbetweenthem.Forexample,learningstandarddistributionsshortlyafterlearningintegrationhelpedmetoconnecttheconceptseasily,forbettercomprehension.

154407-154401-9372136

Howall-encompassingitwas 154407-154401-9372522

MathematicsHLsurveyedmanytopicsinmathematicsandstudentswereexposedtomanydifferentideasthatwouldnothavebeenfoundinanAPCalculuscourse.

154407-154401-9372603

TheparticularaspectofDPmathematicsHLthatIlikedwasthecontentwhichwascoveredwhichhelpedmeinmyundergraduatestudiesi.einEngineering

154407-154401-9372697

-Understandingconceptsusingmorethanonetopic/approache.g.matricesandvectorstodescribegraphicaltransformations-VerymuchenjoyedtheGrouptheoryOptiontopic,interestingtoexploresomepuremaths

154407-154401-9372853

Theproblemsolvingaspect. 154407-154401-9374068

Mostinteresting,andalsomostusefulexerciseswerethemathematicalinvestigationsincludedinthediploma.Istronglyencouragekeepingtheseinthesyllabus.AlthoughexperimentsareabundantthroughouttheDPsubjects,amathematicalinvestigationisofanutmostimportanceasitteachesthestudentwithasetofskillsnotprovidedintheothersubjects.

154407-154401-9374355

Iwasabletobuildastrongfoundationformyengineeringdegrees. 154407-154401-9381833

Thestatisticsandprobabilityoption 154407-154401-9382968

Thewayitchallengedme 154407-154401-9382979

Thechallengeduetothedifficultyofthecourse 154407-154401-9383984

Ilikedthatiswasreallychallenging.Ialsolikedthatitcombinedlotsofdifferentmathtopicsintooncecourse.

154407-154401-9384084

Settheory. 154407-154401-9384249

Thelevelofproblemsandhowtheymademelookupforasolutionconnectingdifferenttopics

154407-154401-9384359

Optionpaper 154407-154401-9384417

Focusonboth,GDCandnon-GDCparts.Ibelieveitisanabsolutenecessitytowork,tackleandellaboratemathematicalproblemswithouttheaidoftechnology(calculators)atfirst,inordertogainaprofoundunderstandingofthesituationandmathematicalquestionsarising.Oncehavingunderstoodthelogics,Iamcertainthattechnology(calculators)canfacilitatetheprocessofsolving,helptosavetimeandcalculatesolutionstoevermorecomplexproblems.

154407-154401-9384618

Trigonometryproofs 154407-154401-9392393

Mostlytherigour;alotofconceptsthatwerepreviouslycoveredwereexploredatatheoreticallevelwhichmadeitmoreinterestingandincreasedmyrespectfortopics.

154407-154401-9392640

Integration 154407-154401-9392654

Closelyknitmathcommunity 154407-154401-9392670

15/62

Closelyknitmathcommunity 154407-154401-9392670

DetailstotopicsinoptionslikeStatistics 154407-154401-9392768

everything 154407-154401-9392773

workingwithotherstotackleadifficultproblem 154407-154401-9392784

Ilikedthatwewereencouragedtolearnasmuchmathematicsaswecould.Rangingfromcalculustostatistics.Ilikedthatwewerechallengedeveryweekwithanewtopicthatseemedtohaveawidevarietyofapplicationsinphysicsandothersciences,includingsocialsciences.

154407-154401-9392756

Thecurriculum,thatwecanchooseoptionaltopictostudy. 154407-154401-9392809

MyteacherwasfantasticandIlovedlearningthenewconcepts. 154407-154401-9392780

IenjoymathematicsalotandsowhatIlikedthemostisthevarietyoftopicswelearned,fromessentialchaptersforthefuturesuchascalculus,tointerestingchapterssuchascomplexnumbers.

154407-154401-9392766

Doingtheportfoliowasaverygoodthing.Myfavouritetopicsingeneralwereintegralanddifferentialcalculus.

154407-154401-9392838

Itprovidesyouwithintensemathknowledgeandexperience 154407-154401-9392840

Rigourandbroadrangeofmaterial 154407-154401-9392857

Ilikedtheopportunitytodoapersonalexplorationonanymathematicaltopic. 154407-154401-9392805

Learninghowtointegratedifferenttopics 154407-154401-9392839

Can'tsaymanypeoplereallylikedHLMaths,ratheritwasseenasameanstoanend.Ilikehowithashelpedmereachmycurrentpositionasasecond-yearengineeringstudent.Iwouldhowevercomplimenttheinternalassessmentwhichforcesstudentstoseehowmathematicsaffectseverythingaroundthem,andisn'tjustusefulforsolvingaparticularproblemputinfrontofthem.

154407-154401-9392818

It'spractical 154407-154401-9392906

Thebreadthoftopicsandhowthesyllabuspushedthroughbasicsintocomplexapplicationsofegdifferentiation

154407-154401-9392757

Thedepthofcalculuscovered 154407-154401-9392941

IlikedhowHLMathchallengedmetouseavarietyofdifferentmathematicstoolstosolveproblems.

154407-154401-9392979

Styleofquestionsisniceandchallenging.Muchofthesyllabusisreallyinteresting(e.g.complexnumbers)

154407-154401-9393029

Samplingdifferentareasofmathematicsallowedmetoseemystrengths/interestsandweaknesses/disinterests.

154407-154401-9393072

Myteacher 154407-154401-9393123

theoptionaltopics 154407-154401-9393202

Thelevelofdifficultyandrigourrequiredtofullyunderstandthemorechallengingquestions.Ilikethebroadnumberoftopicsandhowin-depththetopicsgoandtheemphasisonconnectingallthedifferentareasofmathstogether.

154407-154401-9393241

Ilikedthefactthatthereweremanydifferenttopicsthatwehadalreadylearnedsotherewasplentyofreview.

154407-154401-9393264

16/62

Thechallenge 154407-154401-9393302

Thevarietyinproblemsandtypesofmaththatcouldbecovered. 154407-154401-9393253

notmanytests 154407-154401-9393346

TheOptionsofDiscreteMathematics. 154407-154401-9393093

Developedproblemsolvingskillsthatreallytestedyourunderstanding,ratherthansimpleapplicationsofformulae

154407-154401-9393320

Itpreparedmeforuniversity-levelmathmuchbetterthanmycolleagueswhoonlytookAPmath.

154407-154401-9393564

versatilitytosolveproblems 154407-154401-9393568

Calculus 154407-154401-9393681

Myinstructorbecauseshewaspatient. 154407-154401-9393704

Ilikedthebreadthofmaterialthatwascovered. 154407-154401-9393708

Thebreadthanddepthofthecourse. 154407-154401-9393727

Itgaveavariedandbroadcourse. 154407-154401-9393729

Everything 154407-154401-9393747

Thebreadthofthetopics 154407-154401-9393718

challengedmethemostoutofallmysubjects 154407-154401-9393803

Ilikedthenewproblemsolvingstrategiesthatwelearnedandthecalculus. 154407-154401-9394016

todoareportwithanytopicwelike 154407-154401-9394074

1.Lotsofemphasisonproofsandderivations2.Verydeepcoverageofprobabilityandstatistics3.Creativequestionsinvolvingreal-lifeproblemsolving4.Thegrouptheoryoption-Ididn'tuseitinindustrialengineeringbutfounditreallyfun

154407-154401-9394083

Ienjoyedtheflexibilityintopicsandthewaythatitbroughtinmanydifferentideastogether.Ienjoyedhowwewereabletogobothindepthaswellasinwidth,andhowtherewassomeamountoffreedomintermsofthemathematicsthatwewereabletostudy.Ialsoappreciatedtheproblemstyles(ascomparedtotheAPtests),whichweremorebasedonproofandunderstandingthanpurecalculation.

154407-154401-9394131

Calculus,inalllevels. 154407-154401-9394153

Itexposedmetoalotofdifferentareasofmathematics,taughtmebetterproblem-solvingskills,andwasgenerallyinterestingandenjoyable.

154407-154401-9394178

Theinternalprojectsandwiderangeoftopicscovered 154407-154401-9394179

IlikedthechallengingaspectsofmathematicsHLandknowingmoreadvancedconcepts. 154407-154401-9394191

coversuniversitymaths 154407-154401-9394266

Thecurriculumreallymadeyouthinkabouttheproblems,andIlovedgoingthroughthepuzzleofsolvingthem.Ialsoenjoyedthattherewasanoptiontopic,andIlikedtheformatofthequestionsindifferentparts.

154407-154401-9394262

Howstretchingandengagingitwasincomparisontomyothersubjects. 154407-154401-9394288

17/62

Howstretchingandengagingitwasincomparisontomyothersubjects. 154407-154401-9394288

Thevarietyoftopicsofferedinmathematicalparlance. 154407-154401-9394295

Itallowedfreedomtochoosewhatevermethodastudentwascomfortablewith. 154407-154401-9394562

Ienjoyedmaths,andienjoyedchallengingquestions 154407-154401-9394572

Theoptionwasreallystimulatingandtheproofswereratherinterestingtosolve. 154407-154401-9394832

Thesmallclassroomandusingdifferent"tools"tosolveproblems 154407-154401-9395585

Theuseofcommonandnaturallogarithms 154407-154401-9395712

EltrabajodeAngieyBuddy.Disfrutécomonuncahastaentoncesenmatemáticas 154407-154401-9396128

Therewasavarietyoftopicsthatwerechallenging. 154407-154401-9396745

Ilikedthatitwasn'tjustgearedtowardsonesubjectarea.TakinggeometryandtrigonometryinYears9and10,youweren'treallyallowedtoseetheotheraspectsofmathematicsandseehowtheywererelatedtooneanother,notonlythroughtechniquebutalsothroughsimilarmathematicalconcepts.

154407-154401-9396819

Learningnewmethodstosolveproblems,specifically,methodsthatarebetterthanormakeupforalackofalgebraicmethods.

154407-154401-9397136

MathsIAThefactthatthereweremanyapproaches/methodspossibleformostquestions

154407-154401-9397206

Calculus 154407-154401-9397203

Theopportunitytosolveproblemsbyyourself. 154407-154401-9397323

TheMathportfolios 154407-154401-9397656

Mathisawesome.Gettingthepiecestofittogetherandunderstandthebigpictureisfantastic;learninghowtoapplydifficultmathematicstootheracademic/reallifeproblemsfeelslikeunlockingawholenewchapteroflife,orlikeremovingaveilfromyourface.

Iusedtobeanabove-averagemathstudentthatjustdidwellinmath,BeforeIBHLMathematics,IhaddoneAPCalculusAB/BC,andmyentireparadigmchanged.IBHLMathematicshelpedmematureasamathematician,andIhadsomegreatstudentsalongsidemetohelpmealongtheway.Eventually,Iwasevenabletohelpotherstudents!

IthinkIBHLMathematicsisontherighttracktheoretically--itcoversahealthyamountofimportanttopicsthatarecriticaltosuccessinuniversity(andIthinktheentireIBMathematicsprogramisunmatchedbyanyotheradvancedhighschoolprograminmath...atleastanyprogramthatdoesnotincorporatecollegecourses).Ifafewchangesareenacted,thenitwillbeaboutperfect.

154407-154401-9398576

Ilikedthedevelopmentofcalculusbeyondsimpledifferentials,andinparticulartheunitwhichexploredinfinitesequencesandseries

154407-154401-9396009

Itwasaveryindepthtreatmentofvarioustopics,notfocusingjustonthecalculustrackasmanyhighschoolmathprogramsdo.Iparticularlylovedthediscretemathematicsoption.

154407-154401-9398718

Varietyofstudiedsubjects 154407-154401-9398843

Approach 154407-154401-9399450

Iabsolutelyhatedeverymomentofitexceptforbinomialtheorem 154407-154401-9399162

Improvedproblemsolvingskillsandthinkingoutsidetheboxforcertainquestions 154407-154401-9400425

18/62

Improvedproblemsolvingskillsandthinkingoutsidetheboxforcertainquestions 154407-154401-9400425

Challengingandengagingmath.StillusemuchofwhatIlearnedandexploredinsecondyearengineering.Itwasfuntostudysomuchmath.

154407-154401-9400582

Therigorofthecourseanddepthinmathematicstopicscoveredcomparedtoothermathematicscourses.

154407-154401-9406097

Portfoliosweregreatforexploration.Itwould'vebeennicerifwehadmoretimeforthemorknewaboutcomputationaltools(code/scripting)toexplorefurther.

154407-154401-9406135

Theprogramencouaragedopenthoughtprocessesandtaughtmultiplewaystosolvethesameproblems.Focusedalotonreallifeapplicationstodemonstratetherelevanceofthematerialwewerebeingtaught.

154407-154401-9406217

Ihadstatisticsasmyelective,andithinkthatwasthemostinterestingpartintheentiresubject.

154407-154401-9406216

Ienjoyedthefactthatitwassochallenging!Ilovedproblemsolvingandworkingwithothers 154407-154401-9406255

Thebreadthanddepthoftopicswewereabletoexplore.MyteacherhadusdiscussDiscreteMathatonepoint,whichIhavenotusedagainevenasanengineeringmajoratawell-knownengineeringschool.IalsoreallylikedproofsandIA'sachancetodiscoversomethingonyourownandrelateittoarealproblem.IstillthinkaboutwhatIlearnedfromtheIAabouttheoptimaldesignforanarch,even4yearslater

154407-154401-9406487

ThematerialisapplicabletomanydifferentfieldsinUniversity. 154407-154401-9406738

Breathoftopicscovered. 154407-154401-9406678

Ilovedmyteacher.ThereshouldbemoreHLmathematicsteachersthatcareabouttheirstudents.

154407-154401-9406886

MathematicsExplorationandtheadditionaloptiontolearnfurthersubjectsindepth. 154407-154401-9407120

Breadthofcurriculum,challengingcurriculum 154407-154401-9406071

Rangeoftopics 154407-154401-9407496

Challenging,diverse 154407-154401-9407527

It'stheonlyreallychallengingcourseinIB.It'snotthattheotherclassesareeasy,butMathsHLreallymakesyouthinkinsteadofdoingrepetitivework.

154407-154401-9407779

Myteacherwasclearandconciseandalwaysveryhelpful! 154407-154401-9408147

Thedepthinwhichwestudiedtopics. 154407-154401-9408316

Itwasaverywelltaughtclassthatfullyexplainedcomplexmathematicalconcepts. 154407-154401-9408360

Thenoveltyoftheproblemsandthecreativityoftenrequiredtosolvethem. 154407-154401-9408503

Itwasformeaverychallengingcoursehowever,itpreparesyoureallywellforUniversity.ItwasthetoughestcoursebutIlikedit.

154407-154401-9408619

Ilikedtheapplicationofcalculustechniquesandproblemsolving,aswellastheabilitytochoosewhichquestionswewantedtoanswer.

154407-154401-9408655

Itsfastpace 154407-154401-9409429

Thesetupoftheproblems,thecomplexityofmanyproblems.Themethodofgradingbasedonpointsformethodofeachpart.Thesubjects.

154407-154401-9409488

Thefactthatitpreparedmewellformydegreeatuniversity 154407-154401-9409513

19/62

Thefactthatitpreparedmewellformydegreeatuniversity 154407-154401-9409513

interestingtopics. 154407-154401-9409516

Widerangeoftopiccoverage 154407-154401-9409758

Calculusbackgroundalongsidethecalcoption. 154407-154401-9409962

itwasalwayschallenginginaninterestingway 154407-154401-9410224

complexnumbersandmatrix 154407-154401-9410343

Topicsthatitcovers,differentmethodsforapproachingaproblem. 154407-154401-9410396

IlikedtheexposuretomorecomplexmaththanIwasusedto. 154407-154401-9410427

Variety 154407-154401-9410044

Consistalotofessentialtopicsforfuturestudies. 154407-154401-9410538

challenging,veryinterestingtopics 154407-154401-9410669

Beingabletodoextratopicsthatwerenottaughtinourcountry'scurriculum(particularlyfurthercomplexnumbers,integrationtechniquesandtheseriesanddifferentialequationsoptiontopic-nowcalledcalculus?)

154407-154401-9414038

Thestructurethecoursehadmadeitafairlymanageablecourse 154407-154401-9414314

Systematicapproachesandutilisingvariousmethodstosolveaproblem 154407-154401-9414678

ThatIhadtodosomekindofprojectinwhichIhadtodealwithrealsituationsprovidedbytheIB,andtodothatIhadtousealittlebitmyimagination(forinstance,inmyyearthisprojectwasrelatedtotwocarsthathadtotravelthesamelength,oneofthosedriverswantedtosavealittlebitofmoneybuyingfuelinadifferentstationthatwasn'tonthewaytotheplacehewasdrivingto...).

154407-154401-9415173

Now,attheUniversity,IstudytopicsIhavealreadyseenonDPmathematicsHL. 154407-154401-9416872

Thelongprojectswerethemostinterestinganddifferentaspects. 154407-154401-9416950

Ilikedthechallengingaspectsandthetopicscovered. 154407-154401-9418028

Interestingvarietyoftopicspresented. 154407-154401-9418723

Thebroadapproach 154407-154401-9419575

Theextensiontopics(IcompletedSeriesandDifferentialEquations) 154407-154401-9419729

Ireallylikethechallengingproblemsandthateverytopichaditsapplication 154407-154401-9419683

Rigorous 154407-154401-9419886

Itwaschallengingandhadmanyinterestingproblems.Icouldseemyprogressthroughoutthecourse.

154407-154401-9419930

Theabstractionofthesetsoption 154407-154401-9419937

Itwasachallenge.Widearrangeoftopicsstudied. 154407-154401-9424706

Ilikedtherangeoftopicscovered. 154407-154401-9425742

reallyenjoyedthemodellingofreallifescenariosforcoursework 154407-154401-9430448

Thechallengeoftheproblemsandtheallowanceofmutliplemethodologiesthatcouldbeusedforsolvingoutproblems.

154407-154401-9434482

20/62

Ilikedthebroadrangeoftopics.Forexample,havingstudiedprobabilitydistributionfunctionsthenormalizationofaprobabilitydistributionfunctionisatopicIamencounteringwhenderivingSchrodinger'sequationinChemistry.IalsolikedthatallpeopleinclasswereinterestedinthesubjectandforthatIappreciatetheopportunityIBgivestochoosesubjects.

154407-154401-9434689

Everything,exceptforthenewlyrestructuredInternalAssessment(2014version) 154407-154401-9437742

Ilikedthewaydifferentialequationswerestudied. 154407-154401-9444311

Themathportfolios.Itchallengedmetothinkandalsoshowedmyhowhigherlevelmathisusedinreallifesituations.Mymathportfoliowasabouttheprobabilityofwinninginacasinogame,andIlearnedalotabouthowmathisusedinthisindustry.

154407-154401-9444618

Wellorganized 154407-154401-9450290

ThewayofthinkingsuchasalltheabstractionandtheabilitiesthatIlearntduringthecourse.Also,theunderstandingofthereasonbeingofeverythingwhenlearningthebasesandproofs.

154407-154401-9450314

verygoodpreparationforuniversitycalculus,statistics,andothermathscourses 154407-154401-9450640

thoughtmetonevergiveuporgetdiscouraged.andthatnumbersareonlynumbers,theydontreflectonyourpersonality.YoucanbesmartandstillnotdosowellinHLMath,becauseeventhesmartestpeoplefailatthat.

154407-154401-9471137

Thechallenge. 154407-154401-9486485

Thepaceandvarietyoftheprogram,thoughthematerialstillmanagedtobecohesive. 154407-154401-9488697

Thequestionsthatcomeupontheexampaperarelesspredictablethaninotherexamboards,makingitafairertestofability.

154407-154401-9500831

Questionsdividedintomanysteps 154407-154401-9513187

Beingexposedtonewandinterestingareasofmathematics. 154407-154401-9530379

BroadviewofMathematicscomparedtotheNationalCurriculum. 154407-154401-9530776

12 WhatdidyoudislikeinparticularaboutDPmathematicsHL?


ineverfullyunderstoodhowtorepresentaplanewithvectorsandmatricessoIdislikedthat. 154407-154401-9347981

AlittletoohardHLexamandthatuniversitiesdon'tgivemuchcreditforit. 154407-154401-9347986

Theprofessorwasterrible.Thestudentscaredmoreaboutlearningthantheprofessorcaredtoteach.

154407-154401-9347994

IdislikedtheextremedifficultyoftheexamincomparisontotheAPCalculusBCtest. 154407-154401-9348001

Theinconsitancywithothertypicalhighschoolcalculuscurricula.Reachinguniversityandhavingadifferentunderstandingandknowledgeofcalculusmakesthefirstfewweeksofcoursesconsiderablydifficult.

154407-154401-9347990

ProbabilityandStatistics 154407-154401-9347989

myschooldeliveredthematerialinawaythatalloftheoptionsweretaughtinthelast1monthofstudy,whichmadethestudymuchmoredifficult.

154407-154401-9348033

21/62

Thepressure-IwasveryawarethatdoingbadlyinHLmathscoulddragmytotalpointsdownveryeasily

154407-154401-9347966

Theproblemsaretoomechanic,i.e.youonlyhavetouseaformulatosolveit. 154407-154401-9347995

IwasnevertaughtWHY,onlyHOW.Iliketoknowwhythingswork,whyacertainequationorformulaisusedandthatwasn'ttaughttome.InsteadfromdayoneIwasencouragedtoquittheIBandneverstudymathsdespitereceivinghighgradesatGCSEandearlyASLevel.

154407-154401-9348011

Stats 154407-154401-9348122

Myteacheristheonewhochoseouroptiontopic,aswethestudentswerenotgiventhechoice.Thetopicinparticular,whichwasSets,Relations,andGroups,wasdislikedbythewholeclass,whichultimatelyledtoalowaveragescoreinthefinalIBgrade.

154407-154401-9348018

None 154407-154401-9348067

Sometimesproblemsweretoofaraheadofthelevel,howeverthisledtoabetterunderstanding

154407-154401-9348075

Thefactthatthesyllabusdidnotcontainanymechanics 154407-154401-9348027

Itwasfartoodifficult.Ifeltextremelydisillusionedanddisadvantagedthroughdoingthecourseincomparisontomyalevelpeers.IbelieveitcostedmeuniversityoffersbecausethelevelofdifficultyismisunderstoodbythoseoutsideofIB

154407-154401-9348090

TheMathematicalExploration(theIA)wasincrediblydifficulttounderstand.IknowthatwewerethefirstyeartocompletethatformoftheIA,buttherewerenoclearguidelinesorexamples.Itfeltlikewewerebeingsetupforfailure.

154407-154401-9348095

TheoptionIdid,differentialequations,Idon'tthinktherewasagoodintroductiontothat.Taylorseriesisadifferentapproachtoestimatefunctionsbutitwasquitedifficultforustocomprehendbackthen.

154407-154401-9348005

TheCalculusoptionalcoursewashorrendouslydifficult.Whenseekingatutorittooka3rdyearPhysicsStudenttobeconfidentenoughtotryandhelpmegetmyheadroundsomeoftheconceptsinthecourse.DespitespendingagreatdealoftimetryingtogettogripswiththisareaofthecourseIreallystruggledtoscoreanypointsinthepaper.Iunderstoodmostofthetheorybutthequestionsmadeitdifficulttoapplythetheorystraight-forwardly.

154407-154401-9348074

Tookupalotoftime. 154407-154401-9348134

StatisticsandMay2015Paper2Exam 154407-154401-9348213

IamdoingPhysicsatuniversity.IthinkthereisabiggapinHLmathsformechanics-whilstIamaheadofmypeersinmanyareasofmaths,IfoundmyselfsignificantlybehindthosewhodidA-Levelsinmechanicse.g.equationsofmotion,vectors,inertiaetc.

154407-154401-9348045

Textbookswerenotveryexam-orientated 154407-154401-9348238

Tomuchdiscussion.MathematicsisallaboutpracticeandlearningonexamplesandIwaslackingthisatIB.

154407-154401-9348097

Statistics.Ingeneral,feelinglikeafailureatmathbecauseitwastoodifficultattheHLlevel.

154407-154401-9348158

IthoughttherewasalotofmaterialbeingcrammedintothetwoyearsandwithadifferentteacherIdon'tthinkwewouldhavefinishedthesyllabusontime.

154407-154401-9348232

Thelackofmatricesisanissueforme,andwasspecificallyaproblemasIneededtoselfstudythetopicforexternalexamssuchastheSATinadditiontotheHLmathcoursecontent.

154407-154401-9348056

22/62

ThecoursecanbeabitinaccesibleforstudentswhoarenotgreatinMathbutwhoneedaMathHLdiplomatocontinuewiththeirstudies.

154407-154401-9348307

thereallyreallytoughquestionswhichalwaysgavemethefeelingIcouldnevermanagetotacklethem

154407-154401-9348093

thetwistedquestionswhichsometimesevenourteacherswouldtaketimetosolve 154407-154401-9348234

IAsweretroublesome. 154407-154401-9348244

I'mnotabigfanofstatisticsanddealingwithdata. 154407-154401-9348302

Hardercoursewithnosignificantreward 154407-154401-9348297

Nothinginparticularcomestomind.Itisaparticularlyhardcourse,butIwouldn'twantittobeeasier.

154407-154401-9348299

toodifficult.vague. 154407-154401-9348162

There'snotenoughtimeforanyfreeexplorationyoutheoreticallywantustodo,andthosereportythingsmadenosenseatall.

154407-154401-9348165

Statistics 154407-154401-9348193

theinternalassessment 154407-154401-9348350

Ourteacherwasawfulsowehadtodoeverythingourselvesandwerushedthroughthecourse.

154407-154401-9348399

Itisaprogramthatdoesn'tallowfordifferentmethodsorchoicesintopics 154407-154401-9348314

Probability 154407-154401-9348081

Timelimits,noteveryoneworksatthesamepace. 154407-154401-9348276

Notenoughlinearalgebraandmatrixmanipulation 154407-154401-9348265

Workloadanddifficultylevel 154407-154401-9348325

Proving 154407-154401-9348390

Howbadlyitpreparedyouforuniversityandreallifemathematics. 154407-154401-9348410

Theamountofcontentneededtocovertowardstheendofthecourse. 154407-154401-9348289

all 154407-154401-9348145

ItwastoughswitchingfromEuropeannotationtoAmericannotationwhenIgottocollege 154407-154401-9348425

Statics 154407-154401-9348413

Couldhavecoveredmore(I.easmuchasaA-LevelFurtherMathematics). 154407-154401-9348455

Iamnotsureitwastaughtwell.Thebookweusedwasveryconfusing,andtheproblemsweredifficulttounderstand.

154407-154401-9348519

Ididnotlikehowparticipationwasgradedintheonlinecourse.Often,itwasdifficulttofindthetimetoparticipateinallthelessons.

154407-154401-9348433

Sometimestoorushed,didn'tlikestatistics/complexnumbers. 154407-154401-9348602

Didnotlikehowthecurriculumjumpedeverywhereandwasnotanindepthfocusonanytopic

154407-154401-9348587

23/62

TherewasaLOTtolearnandinparticularwiththecalculatorpaperIfeltitwasunfaironpeoplewhodidn'tknowthebestwaystousethecalculatortomakethequestionseasy-ourteachersdidn'tknowthetricksandwehadtodiscoverthemourselves,theIBshouldincludeitintheirtextbooks.

154407-154401-9348445

Hard 154407-154401-9348201

Ihavelittletocomplainabout.Thoughinmyfurtherstudies,IwonderedifIeverdiddifferentialcalculusbefore.I'mnotsureifthiswascoveredinMathHL.

154407-154401-9348514

Ourclassdidtheoptionalcalculustopic.Itwouldbeniceifthatcalculustopicbecamemandatoryaspartofthemandatorycalculustopicandwecouldlearnevenmoreontopofthat.

154407-154401-9348635

Breadth-wise,itisnotsuperextensive.Perhaps2optionstostudyshouldbeconsidered. 154407-154401-9348722

TheIA'swerequiteopenendedonthemaximumlengththatwouldbeaccepted.Perhaps,cappingacertainlevelwouldimprovequalityofreports.

154407-154401-9348593

Nomatrixes.Wecouldhavedoneatleastalittlebit. 154407-154401-9348611

Lackofhyperbolictrigfunctions,exploration(IA) 154407-154401-9348549

Theamountofexercisesyouhavetocompleteinthegiventimeframeintheexamcanbequitedifficult.Thefactthatyouarenotallowedacalculatorinthefirstpapercanmakeyoulosevaluabletimeduringtheexam.

154407-154401-9348240

Itwasprobablyhard,butitwasdoable. 154407-154401-9348714

Toodifficult,toomuchtimetakentolearnthesubject.EspeciallytheMathExploration.Toomuchextrastuff.NotallMathematicsHLstudentswerepassionateaboutMaths.

154407-154401-9348753

Nothinginparticular. 154407-154401-9348799

Thereisnotenoughtimetofinishtheexampapersandcheckthem. 154407-154401-9348733

Setsastheoption 154407-154401-9348856

Difficultyofexamquestions 154407-154401-9348096

Certaintopicsarequiteheavy,andtookmelotsofefforttolearnitcompletely. 154407-154401-9348167

Theamountofrepetitionthatisrequiredtointernalizethelessons. 154407-154401-9348852

Thenatureoftheexploration. 154407-154401-9348295

Itwasreallydiscouraging.IthoughtIwasdecentinmath,butaftertakingthecourse,IrealizedIknewverylittle.

154407-154401-9348936

Theacceleratedpaceanddifficultyofthetopicmadeitdifficulttoguagemysuccessduringatestingsituation.

154407-154401-9348756

Toomathematicsoriented-notmadeforfutureeconomists,businessmen,scientists 154407-154401-9348998

ItdidnotlineupwiththecollegecurriculumsothereweresomeconceptsIhadtolearnonmyownbeforehandtocatchup.

154407-154401-9349028

Tooheavyfocusondifferentialequationsorobscuremathuniversityfocusestoolittleon. 154407-154401-9348879

Thelargeamountthatfeltlike"teachingyourself" 154407-154401-9349015

toomuchdemostration,someonesinecessaries 154407-154401-9349014

24/62

Theinternalassessmenttask(exploration)isveryvaguelydefinedandIhadmuchtroubleunderstandingwhatIwassupposedtodo.

154407-154401-9348827

Theinternalassessments. 154407-154401-9349051

Ifeltlikeitwastoomuchinformationcrammedinasmallamountoftime. 154407-154401-9349022

Verylittletreatmentofgeometry.Inengineeringdisciplineslikeminewherespatialreasoningisimportant,theIBprogramleftmequiteweakinthatarea.Also,thestatisticsaspectwasquiterushed,butthatmayhavebeenduetomyschooladministrationfallingbehindontheirteachingschedule,notafunctionofthecurriculum.

154407-154401-9349050

Thewholeofpaper3, 154407-154401-9349011

Nothing.Justloveddoingmath! 154407-154401-9349219

Theimmenseamountoftopicscovered,itwasoverwhelmingandIcouldnothandlealltheconceptsproperly.

154407-154401-9349222

TheexpectedlevelofsophisticationofIAistoohighandittookalotofeffortstryingtocomeupwiththerighttopic.

154407-154401-9349228

Theoriginalstyleofexamquestions 154407-154401-9349223

Wedidn'tcovervectorsuntiltheveryend. 154407-154401-9349325

Idislikedtheoverwhelmingnumberofconceptsandlackofsolidconnectionbetweensomeconcepts.

154407-154401-9349209

No 154407-154401-9349376

feeling"rushed"/wantingmoretimetoshowwhatiknow 154407-154401-9349348

Waytoohardforhighschool.Discouraging.Itmademewanttonotstudymath.Comingtouniversity,IdecidedtotakeafewmathcourseswhichreignitedmypassionandnowI'mpursuingamathminor.

154407-154401-9349377

Insufficientdetailwithregardstomultivariablecalculusanddifferentialequations,connectionsbetweenoptionstopicsnotmade,insufficientpreparationformychosencourseofstudyinuniversity.

154407-154401-9349415

Ithoughtthestatisticspartwasmuchmorebasicthantherest 154407-154401-9348292

Nothing! 154407-154401-9349478

I'mdoingachemistrydegreeatuniversityinUK.I'venoticedthatstudentsdoingthefurthermathsAleveldomoremodulesthanwhatIdidintheHLprogrammeofferedin2013(egTaylorseriesanddifferentialequations).Insteadofhavingonelongoption,theoptionscanbebrokenuptoshorteroptionssostudentscanexploreavarietyofdifferentmathematicalareas.

154407-154401-9349474

Felttherigorwasalittleunderwhelming-shouldgomorein-depthwhencoveringtopics 154407-154401-9349685

Nothing. 154407-154401-9349756

ThelittleinformationwehadaboutourIA.Iknowitwasnewtoouryearsotherewasntmuchavailable,soit'snottoobothersome

154407-154401-9349551

nothing 154407-154401-9349495

Theamountofformulasweneedtodifferentiate. 154407-154401-9349691

Idislikethefactthat7markquestionstendtobeharderthan8markquestions.Itdoesnot 154407-154401-9349696

25/62

Idislikethefactthat7markquestionstendtobeharderthan8markquestions.Itdoesnotmakesense.

154407-154401-9349696

Ithoughtthecurriculumwasverygood;myonlydifficultywiththecoursewasthatIwastheonlystudentinmyschoolenrolledinmathematicsHL,makingitdifficulttocollaborate/workoutsideoftheclassroom.

154407-154401-9348064

Theexamwasverydifficultandthegradeboundariesformyyeargroupshifted,meaningIjustmissedoutona7whichwasannoying.Therewerejustsomanyconceptstopractice.

154407-154401-9349740

nothingspecific. 154407-154401-9349283

IdislikethefactthattheIBhasremovedmatricesfromthecoresyllabus.Thistopicisnotonlyimportantforthosewhowanttostudycomputerscience,butit'salsoimportanttounderstandsomevectoroperations(suchascrossproductforexample).Matricesshouldeitherbepartofthecore,orshouldbepresentedasanoption.

154407-154401-9349723

Theexamwasincrediblydifficult 154407-154401-9349765

Complexnumbersandvectors 154407-154401-9349886

Statistics 154407-154401-9349879

Ithinktherewastoomuchemphasisonsomebasicstuffandnotenough,orevenatall,emphasisonmorecomplicatedtopics.

154407-154401-9349937

IwasnottaughtthemathematicsHLcourseworkfortheoptionsthatthedistrictchoseforme.IwastaughtAPCalculusBCandmyteachertaughtusonlythat,andgaveusaninternalassessmentandwedidnotknowwhatwasgoingtobeonthetest.Iwasnotproperlytaughtinthissubjectarea.

154407-154401-9349873

Itwasverydifficultandstressful. 154407-154401-9349908

Statisitics 154407-154401-9349995

Ithinkweshouldhavebeentaughteigenvaluesandeigenvectors.It'saveryimportantconcept.

154407-154401-9349992

Ithinkthattheoptionsavailablewerenotwell-suitedtoearnuniversitycredit.Theonlyusefulonewasseriesanddifferentialequations,asitwouldhavehelpedmeearnmorecreditformathsatuniversity,butwechosediscretemaths,whichwassomewhatinteresting,butusefulonlytothosepursuingmathsasauniversitymajor.

154407-154401-9350051

IwishthatIcould'vepreparedforthetestsbetter.Noneofthepracticeswereevenclosetotheexam.

154407-154401-9349960

Complexcalculusandproblems 154407-154401-9350045

Everything,thequestionsofexams,thequestionbanketc. 154407-154401-9349837

IdidnotfeellikethewrittenIAreallyencouragedadeeplevelofmath.Iwould'vepreferredproblemsets.

154407-154401-9350105

Wewentoveralotoftopicsanddon'tnotdelveparticularlydeeplyintoanyofthem.Iwouldhavelikedmoreclasstimeondifferentialequations,astheseproblemshavecountlessapplicationstoreallifeproblems.

154407-154401-9350058

Internalassessmenttopicselection 154407-154401-9350073

TImegivenfortheexams/tests.IfonlyIhad15minuesmore,Iwouldsurelygot7,insteadof6. 154407-154401-9350164

Thecomplexityofsomeofthequestionwereatlevelswhicharebeyondthoseseenatuniversitycoursesfocusingonmathematics

154407-154401-9349969

26/62

universitycoursesfocusingonmathematics

Thetopiconvectorswasdifficulttofollowandintuitivelymostdifficulttograsp. 154407-154401-9350203

Ididnotlikehowquicklyweneededtomovethroughthematerialtocovereverythingonthetest.IfeltIwasonlygettingacursoryknowledgeofsometopics.

154407-154401-9350308

IthinkIwasstillimmatureatthetimetoapplymyselffully.Maybemorepreparationonhowtotacklesuchasubject.

154407-154401-9350282

Proofsandpurelytheoreticalstuff 154407-154401-9349713

TheIAwasnotfunatall. 154407-154401-9350288

Morefocusonproofsasopposedtocalculationormemorisationwouldhavebeenabetterpreparationforuniversity-levelmaths.

154407-154401-9350247

Howthetopicaweretaught.Therewaslittleundestandingofthetheorybehindexcercises.Wewereinaqaydriventolearnhowtomechanicallylearnhowtosolveproblemrathenthanundestandingtheresoningbehaindthemethod.

154407-154401-9350303

WeinEnglandarenotusedtothinkinginanIBstyleandsothejumpfromGCSEtoIBlevelmathematicsprovedverychallenging.Developingtherightstyleofthinkingseemedverychallenging.

154407-154401-9350360

Sometimestoomuchwork. 154407-154401-9348800

Frustratingattimes. 154407-154401-9350390

Thecourseworkwasbadlymarkedandtaught. 154407-154401-9350391

Iwishmyclassinparticularhadgoneoverconvergencetestsofseriesmore,butthat'smorewithmyindividualclassthantheprogramitself.

154407-154401-9350398

Thecourseitself,nothing.ItshouldbeemphasizedatIBTrainingsthatmathematicsteachersneedtoteachandshowstudentshowthesetestsaregraded,andhavethemgradetheirownpracticetests.Bydoingthis,IwasabletounderstandmuchmoreofmytestthanIwouldhavewithoutit.

154407-154401-9350401

Thetimeallocatedtomorechallengingtopicswasnotmuchgreaterthanthetimespentcoveringlesschallengingtopics;Ifeltmoretimeshouldhavebeenspentonthedifficultmaterial.

154407-154401-9350394

Fewopportunitiesindependentwork. 154407-154401-9350419

thecurriculumisnotchosenbyus.Forex,Iwasnotabletochoosemyoptionattheexamandwedidntlearnthosetopics.IfIwasabletochooseitmyselfIwouldchoosesomethingwehavehadstudiedduringtheclass.

154407-154401-9350434

Thecoursecontentwastooconcentratedinthelastterm.Thesamecoursecontentshouldbespreadoutmore.

154407-154401-9350418

HonestlyIgotnothingoutoftheIAs.Iwishtheyweremorelikeuniversityupperdivisionmathproofs,sothattheywouldactuallybepreparingusforsomething.

154407-154401-9350416

Manyofthetopicscoveredareeitherunnecessary(basicalgebraconcepts),orhalf-baked(statisticsisadifficultconcepttounderstandifyouhaven'thadaformalcourseinit,andthewayHLisstructuredthecurriculumanystatisticstaughtaremoreadvancedthansomestudentsarecapableofunderstanding).Thereisalsoaverybroadcoverageoftopics,someofwhicharebarelyintroducedbeforemovingontothenextsubject.Also,especiallyforstudentswhoplantopursuecollegiatestudiesinengineering,ahigheremphasisontechnologyinthecoursewouldbeextremelyuseful(e.g.anintroductiontocomputeralgebrasystemslike

154407-154401-9350431

27/62

coursewouldbeextremelyuseful(e.g.anintroductiontocomputeralgebrasystemslikeMATLABorMathematica).

Theteachingatmyschoolnotbeingsufficientlysupportiveofmyinterestinthesubject. 154407-154401-9350292

stat 154407-154401-9349018

Proofsaredoneratherpoorly.Notformalenough 154407-154401-9350554

Wedidnothaveenoughtimetocovereverything/somethingswejusthadtolearnourselvesandIwishwehadtimetocovertheminclass(inmoredetail)

154407-154401-9350567

theamountoftopics-toomanytopicsallowedustodivedeepintononeofthem 154407-154401-9350639

ThedifficultyofthetestcomparedtotheSL. 154407-154401-9350606

Theapproachability.Therewasnoreal'easingin'periodbeyondthepriorlearning. 154407-154401-9350721

ThelackofdirectionfortheInternalAssessment.TheguidelineswereunclearonwhatwasneededtobesuccessfulintheIA.

154407-154401-9348393

IdislikedthevaguegradingcriteriafortheInternalAssesment. 154407-154401-9350682

thelevelofdifficulty 154407-154401-9350756

mathiaguidelinesareveryvague 154407-154401-9350846

ItwashardtocorrelatewhatwelearnedwithwhatotherstudentsintheUnitedStateswerelearning.IdidnotrealizethatagoodchunkofwhatwecoveredwascalledLinearAlgebraintheUS.

154407-154401-9350865

Overlapswithconceptslearnedinotherpreviousmathclasses 154407-154401-9350851

InternalassesmentwastheworstthingaboutmathematicsHL.IcouldnotmakesenseastowhyIhadtodotheworkorifitwouldbeactuallyuseful.

154407-154401-9350908

OurschooldidnothavethemathematicsHLworkedoutyet,Ibarelystudiedcalculusinthesecondyear,eventhoughthatisthemajorityoftheexam.

154407-154401-9350884

OurstateeducationstandardsoftengotinthewayoftheIBcurriculum.Asidefromthat,thelackofnon-kinematicexamplesorapplicationsforthecourseworkweundertook.

154407-154401-9350936

questionsaresimilar 154407-154401-9350600

Trigonometricfunctionswereannoying,butIknowtheyareimportant. 154407-154401-9351005

LackofenoughcomplexityincalculustoequatetothelevelofCalcIIinAmericancurriculum. 154407-154401-9351125

TheIBOhasnotbeensufficientlyactiveinadvocatingforU.S.universitiestoacceptcreditforHLmathontermscompetitivewithAPcredit.Myuniversityonlyawardedcreditfora6or7,soIreceivednocreditformyscoreof5.Studentswitha4or5onthecomparableAPexamearnedmorecreditthanstudentswitha6or7ontheIBexam.IhadtotakeanintroductorycalculuscourseasaprerequisitetoothercoursesthatwouldhavebeensatisfiedhadIreceivedcredit;IlearnednothingnewinthecoursebecauseHLmathhadcoveredallofthematerialandthensome.Ratherthanfocusingonitscertificateprograms,theIBOneedstoimproveitsadvocacyforproperrecognitionofthediplomaprogram.

154407-154401-9351110

Nothinginparticularcomestomindimmediately. 154407-154401-9351062

EverythingwasterribleatmyschoolinregardtoHLMath.Therewasnoqualifiedteacherever.

154407-154401-9348060

Howunorganizedanddifficultthetextbookwas,howmuchcontenttherewastocoverin2years,howuncertainthenewcurriculumwas.

154407-154401-9350465

28/62

years,howuncertainthenewcurriculumwas.

Ipersonallydislikeproofs. 154407-154401-9351183

Itwastimeconsuming. 154407-154401-9351190

Toomuchuselessstatistics,nomatrices,toolittletrigonometry, 154407-154401-9348059

wasntmuchaboutstatisticsincore 154407-154401-9351470

Somuchcontent 154407-154401-9351610

Paper3topics 154407-154401-9351613

Probability 154407-154401-9351619

Ifeellikewedidn'tdoenoughcalculus:Ihadalittlebitofaproblemunderstandingthephysicstaughtinthefirstyearofmedicine,simplybecausetherewerenewmathematicalconceptsthatIhadnotseenbefore.Eg.Surfaceintegration.

154407-154401-9351742

Ourfacultywasn'texperiencedteachingmathHL. 154407-154401-9351800

Somemoreexperiencewithproofsmayhavebeenbeneficial,butIstillgotmoreexposurethatIwouldhavegottenotherwise.Ialsofeelthatatthehighschoollevel,proofsarenotasimportant;therewaslotsoftimetogettheseskillsinfirstandsecondyear.

154407-154401-9351856

Everythingelse 154407-154401-9348124

Thediscrepancybetweenteachingmaterials(e.g.textbooks)andtheofficialquestionsontheexam.

154407-154401-9351895

Notasin-depthcalculusascertainothercourses(i.e.AP). 154407-154401-9351942

Lackofproofsornotveryrigorous.Lackofconcepts,incalculus,suchas:limits,continuity,Riemannsumsetc.Sometheoryaboutordinarydifferentialequations(i.e.notoptional)wasnotincluded.Wehadnotbeenintroducedtoeigenvalue/eigenvectorproblems(especiallyusefulinphysics).

154407-154401-9351723

Fastpacingandlargeamountsofcontent:difficulttocatchuponceonefallsbehindandteachersareunwillingtospendextratimeontopicswearestillhavingdifficultiesin.

154407-154401-9352016

Series 154407-154401-9352022

itwasdifficultQQ 154407-154401-9352051

Nothingreally 154407-154401-9352067

AsmallportionoftheformattingofcertainquestionsanditemsintheIBMathematicsHLcurriculum,inparticularrelatedtocertainquestiontypesandrequirements,feltvagueorotherwiseunclear,makingsometopicsdifficulttodiscussforcomprehensivepurposes.Theconfusiononsometopicsthuswassharedamongtheclassasawhole,includingtheclassteacher.

154407-154401-9351981

ThetypicalMathHLquestionswhichistoohardtotranslatethequestionsintomathematicalstatements.Thetimegivenandthequestionsarenotproportionatewhetherthetimeshouldbelongerorthequestionsshouldbeless.AlsoaboutthestatisticsbeingincludedinMathHL.

154407-154401-9351915

Myteacher 154407-154401-9352122


Probability 154407-154401-9352135

ThePortfoliowasnotreallyeducational.Feltmorelikeanobligationratherthanalearning 154407-154401-9349639

29/62

ThePortfoliowasnotreallyeducational.Feltmorelikeanobligationratherthanalearningexperience.

154407-154401-9349639

engeneralnomegustaronlasmatematicasNSporquemeresultandemasidoespecificasycomplicadas.

154407-154401-9352149

Theheavycoursework,extensiveandcomplexmathematicalapplications 154407-154401-9351605

Itwasdifficulttokeepup. 154407-154401-9352322

Thecoursefeltoverlychallenging,especiallyduringtheexamsinMay. 154407-154401-9352339

TheIBtextbookwasreallynothelpfulforpreparingfortheactualexam.Wehadtorelyonfindingourownresourcesandquestionbankanditwouldbebetteriftheseresourcesaremoreavailabletous.

154407-154401-9351301

Idislikedthefactthatmatriceswereomittedfromthesyllabus.Ialsodislikedthattherewasn'tenoughtimeallocatedtomathsomostoftheworkendedupbeingassignedashomework.Itwaseasytofallbehind.

154407-154401-9352114

Itlackedheavyrigour.Imayhavescoredmorethana6ifI'dtakenitseriouslybasedonthecourseplan.

154407-154401-9352316

Statisticsanddistributions 154407-154401-9352350

ThefactthatIoftenunderstoodthecontentverywellandcouldevenexplainittootherpeopleinclassbutwasneverabletoperformthatwellinwrittentests.IoftenfoundmyselfrunningoutoftimeandsometimesIwasnotabletosolveproblemsinatestthatIhadencounteredinclassinaverysimilarwaybefore.

154407-154401-9352355

Decisionmaths,andstufflikethepigeonholeprincipleandmodulusnumbers.Imnotafanofproofs,andifeellikethemathsinvestigationistoobroad,andthereshouldatleastbesomeformattowhatthecriteriaisforwhatagoodoneloolslike.

154407-154401-9352461

Nothinginparticular,butitmighthavebeennicetolearnaboutmorethanjustbasicstatistics. 154407-154401-9350446

Statistics 154407-154401-9352497

Doesn'tincludemultivariablecalculus. 154407-154401-9351310

Thestigmaaroundthesubjectasan"impossible"subjectseemedtodetermany. 154407-154401-9352568

Theoptionchoiceourteacherchosewasonethatnooneeverneededlateronintheirfutures.Additionally,toooftentherewasaquestiontoprovesomething,whichIneverencounteredeverafterleavingIB.

154407-154401-9352588

Idislikedthetrickywordingoftheproblems. 154407-154401-9352613

Theexamsfeltunnecessarilychallengingsimplyduetotimeconstraints.Manyofmyfellowstudentsfelttrappedinan"ifyoudon'tknowit,skipit"scenariobecauseofthis,meaningthattheirpotentialforabstractthinkingandproblemsolvingwasperhapsunderrepresentedenlieuofspeed-answeringskills.Perhapstwo-and-a-halforthreehourexamscouldbeconsidered.Thiscould,however,betheunavoidable'double-edge'ofthelargevarietyoftopics,whichotherwiseisaverypositivequalityofthediploma.

154407-154401-9352578

-Itwouldhavebeenveryusefultoknowalittlebitaboutthemathematicaltoolsusedinscience,dataanalysis,andengineering.

Forexample,I'mgladthatIhaveaveryrigorouscalculusbackground(itgivesmegoodintuitionforalotofphysicsproblems),butIwishI'dknownthatengineersusuallysolvecalculusproblemswithMathematicornumericalmethods.

154407-154401-9352649

30/62

calculusproblemswithMathematicornumericalmethods.

IwouldhavelikedmoreguidancewithsomeexercisesbecauseIwaseasytogetdiscouraged.And,also,Iwouldhavelovedtohavethechancetochoosewhattofocusonduringthelastsemester(myschoolonlyoffereddif.eq.)

154407-154401-9352635

Ididnotlikethatsometimesthetimewasnotenoughtolearneverything,andsometimesitwashardtoconceive

154407-154401-9352746

Amountofmaterialcoveredleftverylittletimetoreviseeachspecifictopicindepth 154407-154401-9352758

Ourteacherseldomexplainedhisprocessforcertainquestions 154407-154401-9352768

Theamountoftimeittooktocompletetheportfolios,andit'semphasisoncalculusasopposedtostatistics

154407-154401-9350427

Glazedoversometopics,especiallyinCalculus. 154407-154401-9352849

Nomatrixs:( 154407-154401-9352857

MathematicalInduction.Notneededinhighschool.Itcanbeintroduced,butshouldnotbeconcentratedonthatmuch.

154407-154401-9349220

Thestrangewaythecalculuscurriculumseemedstructured. 154407-154401-9348528

needmorefocusonpreparationandlearningbasiccalculusconceptsbeforehand;also,proofsareuselesstome--anengineeringmajor

154407-154401-9352892

Idislikedthepressure.SectionBofPaper1wasverydifficultformepersonally.Ididn'tenjoydoingmyinternalassesmenteitherbecauseweweregivenverylittleguidanceandfewexamplesofwhatsuitabletopicswouldbe.

154407-154401-9352819

Theworkload 154407-154401-9352962

Iwouldhaveenjoyedhavingsomeexposuretootherareas,suchasgraphtheory,tobroadenmyviewofmathematics.

154407-154401-9353190

Nothing 154407-154401-9353254

Ihadahardtimelearningfrommyteacher,histeachingstyleanddeliverywasahugehinderencetolearningthematerial,andthelackoffeedbackmadeitdifficulttoimprove.

154407-154401-9353252

Thecourseworkcomponentwasnotwellsupervisedbytheteachersinmyschoolduetodifferentteachershavingdifferentstandards,andsomehelpingtheweakerstudentstoomuch.

154407-154401-9353294

Itwasalotofwork!Butlikeanything,togetgoodatit,practicemakesperfect.AndIwouldn'thavewantedittobeanydifferent.

154407-154401-9353296

Idislikedthepaceofthecourse-Iwouldratherlearndeeplyaboutcertaintopics(e.g.solvingdifferentialequation)thanbreezethroughtheentirecalculus.

154407-154401-9353284

Theexamwasverystressful,asitcoveredmaterialthatwastoodifficultandnottaughtinthebooksorinclass

154407-154401-9353331

Ifeltthatwhatwastaughtwasoverlytoughandirrelevantintoday'scontemporarysociety 154407-154401-9353330

Idislikedthevaguenessoftheinstructionsoftheinternalassessments.TheInternalAssessmentswerenotasmuchaselftestofunderstandingastheywereproblemsthatseemednottorelatetoourcurriculum.

154407-154401-9353325

Theridiculousproblems 154407-154401-9353355

Idislikethedifficultyofcertaintopics,lackofadedicatedHLTextbook,littlehelporlearning 154407-154401-9353376

31/62

Idislikethedifficultyofcertaintopics,lackofadedicatedHLTextbook,littlehelporlearningresources,andspendingtoomuchtimeontopicsnotused/requiredinuniversity(i.e.:matrices)

154407-154401-9353376

Theabsenceofmatricesandlineartransformations,becauseIreallyenjoyedthosetopicsinsecondaryschool.

154407-154401-9353323

Notenoughproofmethodswereintroduced,toomanyproblemswerecalculationbased. 154407-154401-9353424

Theguidelinesprovidedfortheexplorationweresomewhatvaguebutinstructorassistanceclarifiedsomewhat.

154407-154401-9353445

IA 154407-154401-9353447

Nothingcomestomind. 154407-154401-9353477

TherewasnothinginparticularthatIdislikedaboutthiscourse.It'sdefinitelyagreatonetobequitehonest.It'schallengingintherightwaysandatthesametimeinteresting.IguesswhatIdislikedwouldhavetobeslightissueswithnotationscorresponding,aswellasthewordingofcertainproblemswhichmadeitdifficulttodeterminehowonemustapproachtheproblem.Icouldsayitwasadifficultcourse(whichitwas),buttomakeiteasier(intermsofconcepts/topics)woulddefeatthepurposeofthecourse.

154407-154401-9353465

UnclearinternalassessmentPaper3(Options)veryhardtoprepare&tough

154407-154401-9353425

SomeaspectsoftheHLcoursedelveintomathematicsthataredifficulttofullyexplainwithoutthetimetogoindepthaboutthebackingmethod,whichisnotalwayspossiblygiventhewiderangeoftopicsstudied.

154407-154401-9353486

IdislikedtheIA's.Theywereverychallengingandopenended,yetrequireveryspecificanswers

154407-154401-9353463

Itwasverydifficult.Thecurriculum,evensplitovertwoyears,isalottogetthroughandrequiresaveryquickpace.

154407-154401-9353497

Wedidnotcovercalculusthoroughlyenoughformetobepreparedforuniversitycalculus.Idroppedthemathmajorasaresult.

154407-154401-9353518

Toelaboratesyllabus 154407-154401-9352798

N/A 154407-154401-9353530

Littletonoconnectionbetweenthedifferenttopicsdiscussed. 154407-154401-9353531

Abstractconceptswithpoorapplicationtoreality. 154407-154401-9353545

Didnotgettocoveralltopicsindetail 154407-154401-9350650

Theexplorationdidn'tseemtocomplementthecourse. 154407-154401-9353556

Thedisparityinmaterialsavailableforeachtopic. 154407-154401-9353586

Statistics 154407-154401-9353595

IwasinthefirstyearofIBatmyschoolandIbelievetheteacherneededmoretraining/expertiseinhelpingusprepareforexams.

154407-154401-9353458

Primacyofcalculus 154407-154401-9353616

Idislikedhowtherewassomuchmathematicsinthetest.Also,writinginpenwasdifficult,sincenormallymathisdoneinpencil.

154407-154401-9353657

32/62

Toomanyquestionsusinggraphiccalculators 154407-154401-9353452

Idislikethatwedidnolinearalgebra 154407-154401-9352781

Idislikedtheperiodoftimegivenduringtheexamstosolvethegivenproblems.Icansolvealltheproblemsgiventhenecessarytimebutmanyproblemsinthequestionpapershadavarietyofapproacheswhichcouldnotallbecoveredwithinthegiventimeframeofthequestion.Trigandcalcquestionsespecially.

154407-154401-9353688

Theideaofpaper2beingfocusedontheuseofaGDCwasquitedifferenttowhatIamdoinginmyuniversitydegree.InfactIhaven'thadasubjectthatallowstheuseofoneyet.

154407-154401-9353723

nothing 154407-154401-9353879

toohardquestionsonthetest.notbeingsamewithwhatwaslearned 154407-154401-9353894

Lackofreferencematerialstosupplementlearning 154407-154401-9350011

Theteacher...hewasnotverysupportiveofmewhichdamagedmyconfidence. 154407-154401-9354186

Ididn'tlikethewayit'sanindividualthing.WhatImeanisthatyou'reonyourown.Sureyoucanaskyourteacher,butweneverreallytalkedtotheotherstudents.

154407-154401-9354214

ThefactthatMathHLstudentshadtotakeanadditionalpaper3.:( 154407-154401-9354135

HowIusedtoenjoymathsbutthenIhitMathsHLandIstartedtolikeittheleast.IusedtobeamathswhizandwouldconstantlybeachievinghighstandardsbutthentheMathsHLcoursejusthitmelikeatonneofbricksandIfeltcompletelylost.IhadsomuchworktodoinnotjustMathsbutothercoursesthatIstruggledtocatch-upinmathsclass.

154407-154401-9355946

n/a 154407-154401-9356676

Thelackofexplanation,andsomewhatconsequentlypractice,giveninthefurthercalculustopic(inboththetextbookandinclass).

154407-154401-9356604

MyteacherwasrelativelynewtothecoursesoIdidnotlikethat. 154407-154401-9356618

Thetests.Igota5intotal,butatUni,IgotA:sonly(inthemathcourses). 154407-154401-9356723

TheambiguouscriteriafortheIA(specificallypersonalengagementandreflection 154407-154401-9357115

Somehighschoolrequisitemathematicslikematriceswereremovedfromthesyllabus 154407-154401-9355658

NotenoughteachingtimeallocatedtoHLMaths-didn'tallowtoappreciate,feltlikearacetocompletethesyllabus.

154407-154401-9357781

Notenoughpractice 154407-154401-9349803

Thelackoftimeontheexams 154407-154401-9358180

ThemathIAwasquitedry. 154407-154401-9358188

Wedidnotgetenoughteachingtimeduetoourteacherhavingtwoclassessimultaneouslyandseverlylackingsupportandmistreatmentbyourschool,resultinginfallingbehindroughly70hbythetimeofrevision.MyclassmatesandItriedtotalkbothtocoordinatorandIBOmbudsmanregardingthematterbutwereignoredandweretreatedcondescendinglybyboth.

154407-154401-9358862

Ididthinkitwastoohardattimes,Icansayfromexperiencethatthelevelofdifficultyexceededthatuniversitylevelmathematicsatsomepoints.Itcanbealotofworkforhighschoollevelstudents.

154407-154401-9359305

Theteachersometimeswasabitrude 154407-154401-9359430

33/62

Theteachersometimeswasabitrude 154407-154401-9359430

HowlittlerecognitionitreceivesinAmericanUniversities.TheuniversitycreditsforHLMathematicsareoftentoofewfortheuniversitycreditHLmathematicsdeserves.

154407-154401-9359504

Sometimesthetopicsseemtobedisconnected,thoughbeautifulconnectionsbetweenthedifferentareasofmathexistandcouldbepresented.Thismightjustbeduetomyteacher.

154407-154401-9359438


Idisliked,thatthecurriculumdidnotallowforrealin-depth-studyoftopics.Also,Iwouldchangethewaythatstatisticsistought.

154407-154401-9359713

thatyouwererushedintheexams.butitwasokenough 154407-154401-9353489

Therewasn'tenoughtimeinexams. 154407-154401-9360134

Textbookwasconfusing,anditsometimeshadwronganswersintheanswerkey. 154407-154401-9360475

Icouldn'tchooseoptions,IhadtolearnanoptionIdidn'tlikeanddidn'tneed 154407-154401-9360974

alittletoochallenging,Internalassessment 154407-154401-9361062

Excessivelycomputationalapproach,notenoughproofsandproblemsolving,toomuchstatisticsandnotenoughcalculusandintroductiontoanalysis.Generally,IfoundMathHLtojusttrainyoutosolveproblemsbyheart,asfastaspossible,withouteverrequiringyoutoreallythink.

154407-154401-9361090

Nevergottheproof-writingeducationIneededuntiluniversitylevel 154407-154401-9361171

Iwastooimmaturetotaketheclassseriously 154407-154401-9361563

VerychallengingtogettothelevelwheretheHLcoursepicksyouup-Iinitiallyhadtocatchupalotofthebasics

154407-154401-9361616

ThefactthattherewassuchahugegapbetweenwhatwedidandwhattheSLclassdid 154407-154401-9361694

Differentialequationsshouldbemandatory(notanoption). 154407-154401-9362061

N/A 154407-154401-9362089

Thetextbookwasnotusefulforunderstanding,andIdidn'tthinkmyinstructordidwellwithfacilitatingmyunderstandingofmanyofthetopicsstudied.

154407-154401-9362015

atourhighschoolitwasnotitsowncourse 154407-154401-9362548

Statistics.Lotsofformulas,andveryconfusing. 154407-154401-9362568

Wedidn'thavequiteenoughtimetostudycalculusbecauseofthewayourprogramwasstructured(weonlystartedHLmathinthesecondyear)sothatwasquitedifficultforme.

154407-154401-9362716

statisticsandtrigonometry 154407-154401-9362719

theinternalassessment. 154407-154401-9363232

somequestionsonlyhaveonesolutionanditisveryhardforpeopletothinkof 154407-154401-9363584

Nothingreally.It'sagreatprogram. 154407-154401-9363653

Overloadofcontent. 154407-154401-9363756

MathExploration 154407-154401-9364186

Thattheteacherandnotus(thestudents)wastheonewhodecidedwhichoptionwewillbestudying

154407-154401-9364987

34/62

studying

Notopicsonlinearalgebra 154407-154401-9366502

Myteacher'smethodsofteaching. 154407-154401-9363892

I'mnotentirelysure.Ijustremembertherebeingsomuchinformationtocoveroverthetwoyears.Itcould'vejustbeenhowitwassetupatmyschool.Butmyclasseswaslearningupuntilthedayoftheexam.

154407-154401-9367516

Thelackofconnectionbetweensubjects 154407-154401-9368568

ThefinalIBtestdidnotfullycoverallsmallercriteriasofHLmathknowledgeanditwaspartialtoseveraltopicsthantheothers.

154407-154401-9370916

IAs 154407-154401-9370780

Statistics 154407-154401-9371961

None 154407-154401-9372522

IbelievethatdiscretemathematicsdeservesaspotintheHLcurriculumanddonotagreewith2013reductioninemphasisonlinearalgebra.

154407-154401-9372603

Someofthechapterorcontentwerenotreallyhelpfulorapplicableformyfurtherstudiesalthoughmajorityofthecontentwashelpful

154407-154401-9372697

Examformat-notpersonallycomfortablewithdoingalotmathsunderastricttimeconstraint 154407-154401-9372853

Thatuniversitiesthoughta7wasequivalenttoA*atAlevelmaths. 154407-154401-9374068

WhatIdidn'tparticularlyenjoybackwhencompletingmydiploma,wasworkingingroups,butInowrecogniseitsvaluewhenfacingchallengingproblems.

154407-154401-9374355

TheHLexamhadtoomanyquestionsaboutlesspracticaltopics. 154407-154401-9381833

Complexnumbers 154407-154401-9382968

nothing 154407-154401-9382979


Itwouldbegreatifthereweremoreopportunitiestoapplywhatwewerelearninginclasstoreal-worldproblems.

154407-154401-9384084

Simplicityofthegeneralcurriculum,especiallyafterCalculusBC.Thecurriculumgenerallylackedchallenge.

154407-154401-9384249

Sometimesthelevelwastohighformoststudentsintheclass 154407-154401-9384359

nothing 154407-154401-9384417

Binomialtheorem 154407-154401-9392393

Thecoursewasveryfast.Oftentimestherewouldn'tbetimetoexploreareasofmathematicsoutsideofthesyllabus,whichmayhavecomeinhandywhenitcametimetowritetheMathIA.

154407-154401-9392640

Statistics 154407-154401-9392654

ThatihadtobeputwithAPCalculusbecauseonly2studentsintheentireschoolweretakingit(meincluded)

154407-154401-9392670

Fewoptionstochoosefrom 154407-154401-9392768

Ienjoyedallofit 154407-154401-9392773

35/62

Ienjoyedallofit 154407-154401-9392773

toomuchworkcomparingtoothersubjects 154407-154401-9392784

InMathematicsHLweonlysawoneextratopic(formyclassitwasFurtherCalculusorsomethinglikethat).Iwantedtolearnasmanytopicswecould,inspecificIwasveryintriguedwithGroupTheory,butunfortunatelywedidnottouchthistopicatall.

154407-154401-9392756

Therearelimitedchoicesaboutwhichoptionaltopictochooseateachschool. 154407-154401-9392809

TheyearItookHLwastheyearthattheIAformatchangedandIdidnotlikethatatall. 154407-154401-9392780

Idislikedmyexperiencewiththeinternalassessment.Iwouldhavepreferredtheoldideaofhavingacommontopicratherthanchoosingmyown.

154407-154401-9392766

Myteacher.Andstatisticsandprobability. 154407-154401-9392838

Ithinkitwasjusttheoptionsthatwerechosenformeweren'twhatIwouldhavelikedorthatinterestedin,itwouldbeniceifwegottochooseourownoptionsasaclass

154407-154401-9392840

Thefearanddifficultythateveryonegivesit 154407-154401-9392857

It'slackofmatrices-whichisimportantforhigherlevelcollegemathcourses. 154407-154401-9392805

MathIAwascompletelyuselessasalearningexperience.definitelynotworththe20%weightage.

154407-154401-9392839

Lackofadequateresourcesfortheprogramme,ESPECIALLYtheoptions.Istillcan'tsayIhaveanyideawhataprobabilitygeneratingfunctionis.

154407-154401-9392818

Thestatsoption,andnothavingachoiceofwhattooptiontodo 154407-154401-9392757

IA:Exploration 154407-154401-9392941

IhadadifficulttimecompletingmyinternalassessmentbecauseIdidnotknowwhattopictochoose.AlthoughIamgratefulforthelearningexperience,IwishIwasgiventhetools/guidancetocraftabetterIA.

154407-154401-9392979

Thepurevolumeoftheworkandthedifficultyofthequestioningstylemakestheprogrammeachallengetoalmostallstudents.WhileIrespectandagreewiththeIB'sideaofmakingtheHLMathscurriculumarigorousprogrammewhichgetsyoutoanswerrealproblemsratherthansimplyexecutinganalgorithmicapproachtoansweringquestions,theprogrammeisjustverychallengingandthedifficultyisnotcommensuratewithwhatwouldbeexpectedatthe16-18level.Thedifficultyofattaininga7atHLMathsisnotonaparwithanyothersubjectthatIknowofintheIB.ThedisadvantageofthisapproachinmyviewisthatitdiscouragessomepeoplefromtakingMathswhomightotherwisedoso,butitalsoresultsinsomeverypoorgradesachievedbypeoplewhoareactuallynotbadatMaths(evidencedbydecentPhysicsgrades/acceptanceontomathematicalcoursesatuniversity).ThelackofmechanicsonthecourseisanissueforanyonelookingtotakeonengineeringorrelatedcareersandwhileIrecognisethatthisispartlyduetodifferingviewsonwhethersuchmaterialoughttobeinthePhysicsorMathscurriculum,therealityisthatitisabsentfromPhysicsalsoandthereforeverylittlemechanicsisevertaughttoIBstudents.

154407-154401-9393029

Switchingbetweenvarious,unrelatedtopicsmeansthateachnewunitdoesnotbuilduponthelastandthiscanmakeitmoredifficulttostudy.Whilethereareadvantagestohavinga"sampling"ofuniversitylevelmathematics,itisalsodifficulttotranslatethisintotheuniversitylevelasthereisnoin-depthstudyofaparticulartopic.

154407-154401-9393072

Stats 154407-154401-9393123

Idislikedthewordingoftheproblemsasitmadeitdifficulttounderstandattimes. 154407-154401-9393241

36/62

Idislikedthewordingoftheproblemsasitmadeitdifficulttounderstandattimes. 154407-154401-9393241

Vectors,both2-Dand3-D.Theywereincrediblydifficulttounderstand. 154407-154401-9393264

Proofs 154407-154401-9393302

Therewasn'tmuchtimetolearnouroption. 154407-154401-9393253

hadabadteacher,wasself-taught 154407-154401-9393346

N/A 154407-154401-9393093

Gettinglowgradesontests 154407-154401-9393320

Thecoursehadsomuchmaterialthatitwashardtofullygraspanyonecomponentofitbythetimeweweretested.Ialsodislikedhavingourthirdpaperseveralweeksafterthefirsttwo.

154407-154401-9393564

toohardsometimes,butrewarding 154407-154401-9393568

Statistics 154407-154401-9393681

Howdifficulttheexamwas. 154407-154401-9393704

Ireallydidn'tcarefortherequiredknowledgeofstatistics. 154407-154401-9393708

Howheavilyweightedtheprojectsandexam. 154407-154401-9393727

ItwasjustsomuchharderthanA-levelandsoitwaspointlessbecauseifyoufollowamathsbasedcoursepostIByoulearnitallagain.Needlessstress.

154407-154401-9393729

Nothing 154407-154401-9393747

Wasverychallenging,hardexaminations 154407-154401-9393718

workloadwashighlydisproportionatetootherhls 154407-154401-9393803

Ididnotliketheemphasisondiscretemathematics.Itseemsextremelyunnecessary. 154407-154401-9394016

it'salittletootoughsometimes 154407-154401-9394074

1.IheardthatmatricesisnowremovedfromMathsHL.Thisisunacceptableandmaysetbackstudentsstudyingengineeringinuniversitylevel.2.ThereislittleguidancegivenfortheInternalAssessments,andsometimesthereisonlyonerealwayof"modeling"theproblems.Everythingaboutitseemsconfusingandfrustrating.3.Thereisnotenoughtimegiventosolvequestionsinexams.Paper1and2shouldbeatleast2h30m:wewanttoencouragestudentstothink,notrotememorizationofproblemtypes.Paper3shouldbegivenatleast1h15m.

154407-154401-9394083

Atcollegenow,IfeelthattheMathHLandFMprogramshavenotpreparedmeadequetlywithinMultivariableCalculus.WhiletheVectorsunitandtheCalculusoptionofMathHL,alongwithadditionalinformationourteacherprovided,hascoveredroughly80%oftheMultivariableCalculuscurriculumhere,itismissingsomecrucialpartsregardingStokestheoremandGreen'sTheorem.IwishtheHLcurriculum,ortheFMcurriculum,couldhavedelvedfurtherintothesetopics.

154407-154401-9394131

Toomuchstatistics. 154407-154401-9394153

nothing 154407-154401-9394178

Ireallyenjoyedit.MyissueswithIBhadnothingtodowithHLMathsdespitemyaverageresult

154407-154401-9394179

Ididnotreallyenjoytheinternalassessmentprocess. 154407-154401-9394191

37/62

Shouldhavetaughtmatrix 154407-154401-9394266

Itwasknownasthe"diplomakiller,"whichwasintimidating. 154407-154401-9394262

ThesenseofworryanduncertaintyIfeltaboutgettingtherequuredgradestheiughtthecourse.

154407-154401-9394288

Thelackofemphasisonproof-writingandproof-reading. 154407-154401-9394295

Therewastoomuchcontenttobecoveredinsuchlimitedtime. 154407-154401-9394562

Itwasalotofworkandcontent 154407-154401-9394572

Somequestionswereoverlydependentoncalculators(i.e.graphingandprobability)whichattimesseemedslightlymechanical

154407-154401-9394832

Thehugegapfromwhatthetextbookteachesyoutothequestionsyouanwser.Thefeelingoffailingandhavingnocluehowtodoaquestion.AlsoIfoundthatyouwereoftenabletodoverydifficultquestionbutthecurriculumwassointensivethatyounevergotagoodbaseknowledge.

154407-154401-9395585

Theneedtobecleverforsolvingintegrations 154407-154401-9395712

Eltemaderectas,planosydemás 154407-154401-9396128

Thequestionstendedtobevagueregardingwhatareaswerebeingtested;therewerenoobviouslinksbetweentheareasofmathsduringthecourse,onlyonesstudentsmadeforthemselves;AlevelcoursestendtoincludemoremathematicaltopicsthantheIBsyllabusdoes.

154407-154401-9396745

Ididn'tliketheamountofdifficultyittookmetograspthemathematicalconcepts.ItmademerealisethatwhatIhopedIcoulddowasnottrulywhatIhadtheabilitytodo.

154407-154401-9396819

Difficultyinlinkingsubjectmattertootherclasses,especiallyfortheInternalAssessment.Materialwasoftentooadvancedtoberelatedtoothercourses.

154407-154401-9397136

ThebiggapbetweenHLandSL.Thatmatricesweretakenout

154407-154401-9397206

Complexnumbers 154407-154401-9397203

Theamountofmethodsinsolittletime. 154407-154401-9397323

Notsure 154407-154401-9397656

Theassignments 154407-154401-9398320

Itfeltdifficulttoacquireresourcesthat"connectedthedots"ormakethebigpicturemakesense.Iexcelledinthecalculusandthepaper3calculusoptions,butIstruggledimmenselytobecomecompetentwithcomplexnumbersandvectors.Inthisregard,Iwishtherewasmoreguidance.Ihadalwaysbeenahistorystudentatheart,butmyloveofproblemsolvingledmetotackledifficultmathematics.

Iwouldalsolikeamoreelaborateapproachtowardsproofing,i.e.,the"professional"sideofmathematics.It'shardtothinkinproofing,andmanyIBHLclassesskipthis(sincemanyprogramsintheUnitedStatesaimtopass,nottoexcel,sinceIBgradesaren'timportantforuniversityadmission).Highschoolisaperfecttimetodevelopthoseskills,soIhopetherecanbebetterresourcestoinformstudentswherelocalresources(teachers,materials,etc.)arelacking.Imanagedtostrugglemywaythroughthankstosomebrilliantfriendsofminewhosebrilliancepartiallyrubbedoffonme,butmanyothersarenotsolucky.

154407-154401-9398576

38/62

Finally,Iwasabsolutelycluelessonhowtowritemymathematicalinvestigation,asallthesubjectsIwasinterestedininvolvedmultivariablecalculus,andIdidn'trealizethatmychosentopicwasn'tevenrelevanttoHLMathematics(onlyFurtherMathematics...)untilitwastoolatetochange.Thisisalsooverlookedinmanyprograms.

Thelackofemphasisonthetechniqueofproof.Weweren'tshownallthetypesofproofsandhowwecouldapplythemtoarbitraryproblems.Weknewhowtoproofspecificproblems(whichweretheonesthatcouldariseintheexam),butwewerenevertaughthowonecouldtackleanyproof.

154407-154401-9396009

Theamountofmaterial-toomuch 154407-154401-9398843

HugeSyllabusContent 154407-154401-9399450

Everythiingelse.Especiallyintegralcalculusandinduction 154407-154401-9399162

1.Havingconstantlytoworryaboutthegrade/curve-a7inHLMathswasmuchmoredifficulttoachieveincomparisontootherHLsubjects,i.e.HLChemistry

2.MathsIAswereoftenveryvague

154407-154401-9400425

Proofbyinductiondidnotmakesense.Statswasnotcoveredwell(andsoithappenedthatmuchofmypaper2wasstats).

154407-154401-9400582

Someoftheconceptsintroducedinthesyllabusdonotrequireproofoftheirorigins. 154407-154401-9406097

ItmademeslackoffinUniversity. 154407-154401-9406135

Ifabstractlearningisnotconducivetoone'sunderstandingofmathematics,itbecomesdifficulttocomprehendandapplynewadvancedconcepts.It'shardtocatchuponceyoufallbehind.

154407-154401-9406217

Ifeltthatatsomeinstances,thesyllabuswastoomuch.Iwouldpreferittobemoreindepth,thanitiswide.

154407-154401-9406216

portfolios.Didnotmakeanysenseandnotenoughtime.Shouldnotbeindividual.shouldpromotestudentinteraction/discussion.althoughmarkscanbeawardedseparately.

154407-154401-9406356

Theoptionthatwaschosenforustodo-seriesanddifferentialequationswasextremelyheavyonmemorisationratherthanlogicalcriticalthinkingandproblemsolving.Ifeltlikeitwasunnecessarilydifficultandoflittleuseespeciallyasitdidn'ttakeadvantageoftheskillsnecessaryinotherareasofmath!

154407-154401-9406255

ThetestwaseitherVERYhardorourteacherdidnotdoagreatjobofpreparingusforit.Thethingis,hewasanINCREDIBLEmathteacherandwealllearnedalot(whenwereturnedfromcollegeonbreakswerealizedhowmuchmorepreparedwewerethanotherstudentsinourclasses).Thethingis,thefactthattheIBHLmathtestissodifficult,a2.3orsowastheaverageinmyclass,andthismeansthatcollegesdidn'tgiveanycredit,despitethefactthatwelearnedmuchmorethanwewould'veinadifferentclass.Idon'tthinkthetestshouldbemadeanyeasier,butIthinkitwouldbevaluablefortheIBProgramtoexpresstoUniversities(atleastintheUS)howthetestisnotnearlyasstraightforwardastheequivalentAPtest,thiswayyouhaveamorerealisticshotatearningcollegecredit.ThisisabigdealtomanystudentswhoarepayingforcollegepercredithourandwouldtakeIBMathattheHighSchoollevelknowingthattheyhadjustasgoodachanceofearningcollegecreditasastudenttakingtheequivalentAPclass.

154407-154401-9406487

Proofs 154407-154401-9406738

Attimestherewastoolittleproofsandrealunderstandingofconceptscompensatedwith 154407-154401-9406678

39/62

AttimestherewastoolittleproofsandrealunderstandingofconceptscompensatedwithGDC.

154407-154401-9406678

Therewastoomuchtolearn.Therewassomuchmaterialtocoverthatweweren'tabletosolidlylearnanything.

154407-154401-9406886

Mathematicsexplorationgradingcriterionwastoolittlemathematicsmarks.Moremarksonreflectionandwriting.Seemedlikeapieceofwritingjournalratherthanmathematicsoriented.OptionsPaper3wasdisproportionatetotheamountofmateriallearnt.

154407-154401-9407120

Unclearscoring,notenoughdepthinsomeimportantareas,sometimesincompatiblewithfurtherstudiesinUni

154407-154401-9406071

DifferencewithrespecttoSL.SLlearntlinearregression,HLdidnot. 154407-154401-9407496

Difficultwithlittlesupportandguidence 154407-154401-9407527

Maybeabittoorushed. 154407-154401-9407779

Difficulty,pace 154407-154401-9408147

Coveringsomanytopicssometimesleftsometopicsstudiedinlessdepththanpreferred. 154407-154401-9408360

Thevectorsportionoftheclasswasdifficultandinretrospectthewayitwastaughtdifferedfromhowitistaughtattheuniversitylevel.

154407-154401-9408503

Toomanytopicstocover. 154407-154401-9408619

Theinternalassignmenthadlittletonoguidanceanditwasextremelydifficulttodeterminehowtocomeupwithamathematicalinvestigation,withoutthesamesortoftacticstheextendedessayuses.

154407-154401-9408655

toomuchbreadthnotenoughdepth 154407-154401-9409429

Nothing 154407-154401-9409488

Everyonesaiditwasreallyhardandnoonefocusesonhowitwasactuallyfun(forthepeoplewhoactuallywillgoontodomathsatuniversity)

154407-154401-9409513

testtakingmademedislikemaths.ifyoumissalesson,it'sdifficulttocatchup. 154407-154401-9409516

Lackofdepth.Sometopicswerenotcovered,suchasmatrix.Shouldincludemorecalculusandputemphasisonproofs.

154407-154401-9409650

Nexttonothinginlinearalgebra! 154407-154401-9409962

ouroptionwasondifferentialequationsandwasriddledwitherrors.ItwouldbegoodiftheIBverifiedtextbooks

154407-154401-9410224

combinatoricsandstatistics 154407-154401-9410343

Somecrucialtopicswereomitted,somemethodsofgrading. 154407-154401-9410396

Thepacingwasratherquick,andIcouldnotslowenoughtoexplorefullywhatIwaslearning. 154407-154401-9410427

Speedatwhichtheclassmoved 154407-154401-9410044

TheHLoptionsaretoolimited. 154407-154401-9410538

shouldincludemoreinterestingtopicsintheoptions. 154407-154401-9410669

Ifeellikesomeconceptswerejusttoomuchtounderstandatahighschoollevel(oneIcanrecallistheepsilon-deltadefinitionofalimit).SomeconceptsIonlyfullyunderstoodandappreciatedafterseeingasecondorthirdtimeatuniversity,soeverythingfeltabitrushedin

154407-154401-9414038

40/62

appreciatedafterseeingasecondorthirdtimeatuniversity,soeverythingfeltabitrushedinHLmaths(thoughtobefairifIspentsomemoretimeonitImight'vegottenit,andachallengeisalwaysgood).

Wasn'ttaughtwellorclearlyinclassatalllotsofcontentwhichyouwereexpectedtoessentialselfteach

154407-154401-9414314

Didnotfeelrelevanttomyareaofinterest 154407-154401-9414678

Ididn'tlikestadisticsanddifferentialequations,butIthinkthat'smyteacher'sfault:wedidn'treallyweretoughtanyofthosesubjectsduryingthelessons,andIbarelyknewhowcouldIgothroughthefinaltest.

154407-154401-9415173

Itwastoomuchtolearnforthetimewehad...Weshouldhavehadmoretime. 154407-154401-9416872

Itdidnotfeelparticularlypracticalatmanystages.Iregretnotlearningmorestatisticsinparticular.

154407-154401-9416950

Toodifficult,shouldbeeasier. 154407-154401-9418028

Thelackoftime,theslowMathsgroup 154407-154401-9419575

Sometopicshadtoberush,becausetherewasnotime/oradequateplanning 154407-154401-9419683

Expectations(forIAs,exam,levelofunderstanding)werenotwell-communicated.Somefocusonprocessoverunderstanding.

154407-154401-9419886

Thelackofgeometryparticularlyincalculus 154407-154401-9419937

Tooabstract...Ageoldquestionof"whenamIevergoingtousethisinreallife?" 154407-154401-9424706

Idislikedhowwewere"forced"tostudytheoptionthatourteacherselectsforus.Inotherwords,wecannotstudyanoptionofourownchoosing,aswecaninthesciences.

154407-154401-9425742

foundalotofthetopicsveryhardtograspinthetimeallowedorthis 154407-154401-9430448

Thegrading. 154407-154401-9434482

ThebookwewereworkingwithwasnotagoodoneandwehadaPDFofthePearsonMathBookbyWazirandGarry.Ialsodislikedhowtheschooljustboughtbooksthatwerenotsogood,whentheycouldhaveaskedusandboughtthePearsonones,notjustinMath,butallsubjects.Idislikedthatteacherswereoftenuncommittedandwouldratherwastetimethanreinforcewhatwehadlearned.Ifoundmyselfinaclassofpeoplewillingtolearn.OurteacherstartedwithOption:CalculusinJanuaryandwewouldonlymeetonceintwoweeks.Wewouldaskhimtomeetintheafternoonsandhewouldhesitatetomeetforarealclassintheafternoon.Asaresult,Ihadtocovertwotopicsbymyself.

154407-154401-9434689

Thenewstructureofthe2014InternalAssessment(IA);instructions/parametersfortheprojectwereslightlyvague

154407-154401-9437742

Idislikedlearningtheoptionmathematicsatwoweeksbeforetheexam,IstilldonotunderstandtheTaylorSeries.

154407-154401-9444311

Ididnotdislikeanythinginparticular.WhatIwishforwastolearnalittlebitmoreaboutthetheory.

154407-154401-9444618

Contenttoo.simple 154407-154401-9450290

Thehugeextensionoftopicsandthelackoftimetocoverthem. 154407-154401-9450314

comparedtootherHLcourses,requiredfarmoretimeinvestmenttoachieveasatisfactorylevelofunderstanding

154407-154401-9450640

Toomuchsyllabusandtootideous. 154407-154401-9471137

41/62

Toomuchsyllabusandtootideous. 154407-154401-9471137

Classesnotchallengingenoughcomparedtotheexams. 154407-154401-9486485

Thedissociationoflimitsastheoption,asIfeelthatlimitsshouldhavetakeninascoreaswell,andthenanotheradvancedprincipleortheorycouldbeaddedintotheoptioninplaceofthattotiealloftheunitstogether.Also,probability.Idon'tunderstandprobability,statistics(oratleast,onceitstartstogetmorecomplicated).

154407-154401-9488697

BackthenIdidn'tseeanyconnectionbetweenComplexnumbersandothersubjects 154407-154401-9513187

Nothavingenoughtimetopracticeindividualtopicstobecomeconfidentatsolvingexamquestions.

154407-154401-9530379

Notchallengingenough.PreferredFurtherMathsoverHL. 154407-154401-9530776


25 HowdoyouthinkDPmathematicsHLcouldbeimprovedtobetterprepareyouforuniversity-levelmathematics?


Bemoreclearcutonconceptsweneedtoknow 154407-154401-9347986

Alignmorestronglywiththecalculusstandardssetoutbyothertypicalhighschoolcurricula.Thisistheknowledgethatprofessorsassumeyouhaveuponuniversityentry.

154407-154401-9347990

Itshouldincludemoreproofsanddemonstrations. 154407-154401-9347995

MorefocusonmechanicstobringituptostandardofAlevels 154407-154401-9348122

GivestudentsmorefreedomofchoiceregardingtheoptiontopicinPaper3,inordertopursuetheirpassions.Involvemoreappliedmathematicsinvolvingcalculuswithinthecourse(e.g.KinematicsusingCalculus)

154407-154401-9348018

Somemoredifferentialequationsandmatrixcomputation 154407-154401-9348075

Includemoreproofsandrigourasisrequiredinuniversity-levelmathematics 154407-154401-9348027

Ithinkitdependwhatcourseyouweredoing.FewcoursesrequirealevelofmathematicsmuchhigherthanHLmathematics,atthebeginning.IthinkHLmathematicspreparedmewellforengineeringbutnotforactuarialstudieswhichIdidbeforeengineeringanddroppedoutof.

154407-154401-9348005

Don'tKnow 154407-154401-9348213

Thereshouldbefarmoremechanicsinitforthephysicistsandengineers(whichmostofmyHLmathsclasswere),andother'reallife'mathematicsthatallowsyoutopractisemodellingwithdirectlyappliedmathsinareaslikenaturalsciencesandeconomics.

154407-154401-9348045

Morepracticeincludedinthecourse. 154407-154401-9348097

Morefocusonbasiccalculus. 154407-154401-9348158

Expandinguponproofsinthecourse,suchasbyincludingformalwritinginsentences(withproofsinsettheoryasanexample)andatleastsometeachingtimespentonmatrices.

154407-154401-9348056

Havingmoreclasstime;goingmorein-depthinthedifferenttopics,ratherthanjustcovering 154407-154401-9348093

42/62

Havingmoreclasstime;goingmorein-depthinthedifferenttopics,ratherthanjustcoveringthemsuperficiallywiththeonlygoalbeingtodowellintheexams

154407-154401-9348093

Besplitupintomorecourserelatedtopicsanddiscussiongroups 154407-154401-9348234

MoreguidanceonIAs. 154407-154401-9348244

Morequestionswithoutsolutionsandmorelecturebasedclassesinsteadofproblemsolving 154407-154401-9348297

PerhapsmaketheIAintoaseriesofpapers.Onethatisresearch-basedlikeitisnow,andanotheronproofsorsomethingelsespecific.

154407-154401-9348299

BasedontheAmericansystemwhereIgotouni,itcouldtrytoincludesomethingsyou'retaughtinAP,whichIBdoesn'tdo,butUSschoolsexpectyoutoknow.DoingIB,IlearnedthingsthatIonlytookinmysecondorthirdyearofuni,butdidn'tlearnsomethingsItookinmyfirstyearcourse

154407-154401-9348165

Morecalculus 154407-154401-9348321

Thereshouldbesomemodellinginvolved,acomputerbasedmathematicalapproach 154407-154401-9348314

Includelinearalgebra,especiallymatrices,inthecorecurriculum. 154407-154401-9348081

Keepdoingthesamethingthematerialexcellentlypreparesoneforuniversity. 154407-154401-9348276

Increaseleveloflinearalgebratopic.Addtopiconmathematicsandcomputers 154407-154401-9348265

Slowerpace 154407-154401-9348325

Byincorporatingmorereal-world(e.g.Mechanics)examples&exercisesintothecurriculum 154407-154401-9348390

TakeonboardwhatuniversitycoursesdoandmakealloptionsinIBhighermathematicspartofthecore.It'sajokehowbigthegapbetweenstandardandhigheris,andevenstillthefactthattheIBissupposedtobemorerigourousthanAlevels.

154407-154401-9348410

Prettygood. 154407-154401-9348289

ItisasdifficultaswhatIlearninuniversity 154407-154401-9348145

Incorporatemoredifferentialequationsandvectorcalculus 154407-154401-9348425

IncludecontentthatisincludedinA-levelFurtherMathematics. 154407-154401-9348455

Iwouldliketoseemoregroupworkopportunities. 154407-154401-9348433

Withbetteralgebraictechniques 154407-154401-9348544

Betterteachingprogramssetspecificallyforteachers(wehadachangeinteacherswhichreallyhurtme)

154407-154401-9348602

Notreally 154407-154401-9348445

It'sfineasis.GivingalittletasteofCalcIIIorLinearAlgebraisalsogood. 154407-154401-9348635

ByaddingmorecreativetypesofrealworldapplicationsoftheconceptslearnedinHLmath. 154407-154401-9348593

Don'tknowaboutmathHL,ItookFurtherMathematics,whichwasmuchmoreinstrumentalinpreparingmeforuniversitymathematics.

154407-154401-9348611

Includehyperbolictrigonometry,excludeoptionandexploration. 154407-154401-9348549

Moreassignmentsingroups. 154407-154401-9348240

Includemorecomplexcalculusinthecoretopics.Allowmoretimeontheexampapers. 154407-154401-9348733

43/62

Itsgoodenough 154407-154401-9348856

Ifthecoursewastaughtalittlemoreslowlyinordertofullygraspconceptsexplained 154407-154401-9348096

Ithinkthesyllabusiscompleteenoughtocovernecessarymathematicalpartsofmyuniversitydegree.

154407-154401-9348167

Extrahourswherestudentshavetimetofocussolelyonproblem-solving. 154407-154401-9348852

Theexplorationcouldchangetoaformthatismorestudent-friendlyandallowsthestudentstodeveloptheirmathematicalknowledgetoagreaterextent.

154407-154401-9348295

Ithinkforthemostpartit'salreadyaverywelloiledmachine. 154407-154401-9348756

Betterguidelinesforteachers 154407-154401-9348998

BeingAmerican,aciriculumthatcentersawayfromdifferentialequationsorvectorspacesbecausethecourseswetestoutofsimplydonottouchonthesesubjects.

154407-154401-9348879

Teachmoremultivariablecalculusanddifferentialequations. 154407-154401-9349022

I'mnotinaplacetoanswerthis 154407-154401-9349011

Proofs 154407-154401-9349181

Hypothesistestinginstats 154407-154401-9349219

Thetextbooksneedtobebetterandcontainmorelaymanlanguageforeasierunderstandingbasicconcepts.Thequestionsintextbooksdidnotmatchthedifficultyintheexamsandcausedproblemswhenrevisingfortheexam.

154407-154401-9349222

Matricesareveryimportanttoolsthatareveryoftenusedatuniversity.IstronglybelievethattheDPMathsHLshouldincludethemagaininitssyllabus.

154407-154401-9349223

Introduceustomoretopicssowehaveawiderangeofknowledge. 154407-154401-9349325

Truthfullyunsure. 154407-154401-9349209

Solutionvideoscouldbemadeavailablebyprofessorsfordifficultquestions. 154407-154401-9349376

IbarelyneedtostudyinuniversitybecauseMathHLwassostrongthatIknewhalfofthestufftheyteachherealready

154407-154401-9349377

Includemoreproofs,introducerealanalysisandabstractalgebra 154407-154401-9349415

Ithinkthefactthatthe"Setsgroupsandrelations"optionisofferedisalreadygood!Andalloptionsbasicallyhaveuniversitylevelmathsinside!

154407-154401-9349478

I'veansweredthisinaprevioussection. 154407-154401-9349474

Astrongeremphasisonlearningtowriteandreadproofs,andgenerallytounderstandtheimportanceandcentralityofproofstohigher-levelmath

154407-154401-9349563

Moreintenseteaching-weonlyreallygotasmatteringofthevarioussubjects 154407-154401-9349685

Includemoreproofs. 154407-154401-9349756

Bringbackmatricestothesyllabus.Welearneditingrade10beforeitwasremovedfromthesyllabusforour11and12thgradeyears,buteventhatlittlebithelpedmeinmycourses

154407-154401-9349551

Morepraticalexamples 154407-154401-9349691

Moreemphasisonstatisticsaswellasapplicationsofmathstoreallifesituationse.g.drug 154407-154401-9349740

44/62

dosinginmedicine

Putlinearalgebraaspartofthesyllabus(eitherasthecore,orasanoption) 154407-154401-9349723

Addmatricesbacktothesyllabus!Also,includemoreconceptsrelatedtoAmericanuniversityeducation.

154407-154401-9349886

Ithinkitdidfine.Alittlemoreexposureinsomeofthemorecomplicatedtopicswouldhavebeennice.

154407-154401-9349937

Theproblemwiththetesthadtodowithmypreparation,Ithinkitwasafairexamination,butitwouldhavebeennice,ifwehadthechoiceonwhatwetestedon.

154407-154401-9349873

Gomoreindepthwithstatistics 154407-154401-9349908

It'sgoodalready 154407-154401-9349995

Teacheigenvaluesandeigenvectors.Ireallyneededthesealotinuniversity,anditwasexpectedknowledge.

154407-154401-9349992

Thecoursemustcovermorecalculusinordertoallowstudentstoplaceoutoftheentirefirstyearofarigorousuniversitycalculuscourse.Thismustincludeseries,differentialequations,andsomemultivariablecalculus,allofwhichareverymuchdoable.

154407-154401-9350051

Moretopicsregardingmultivariable/differentialequations 154407-154401-9349960

Trainteachersbetterwithguidedmaterialsforeverychapter 154407-154401-9349837

Moredifferentialequationwork.DifferentialequationsareattheheartofmystudiesinengineeringandwereonlyglossedoverinHLmath.

154407-154401-9350058

OnepointthatInoticedthroughoutuniversitywastheexclusionofmatricesfromthecurriculum.MatricesarewidelyusedinengineeringclassesthatIattended,whetheritbeingNumericalproblemsolvingandmultivariablecalculus,theexclusionofthisfromthecurriculumwastheonlythingthatsetmebacktoanextent,

154407-154401-9349969

Moreemphasisonunderstandingandapplyingstatisticsinthecoresyllabus. 154407-154401-9350203

Ithinkit'sprettygoodthewayitis,consideringthenumberoftopics. 154407-154401-9350308

Maybehaveabitmoreonmathematicalproofs,asthiswastheonlysubjectthatasidefrominductionIdonotrememberstudyinginMathHL

154407-154401-9350282

Includesomerealproblemsfromdifferentuniversitycoursesthatcouldappearinthefirstyearcontents.

154407-154401-9349713

TheonlythingIcanthinkofisenforcinggoodformandproperuseofterminologytomakethetransitiontouniversityeasier.Asidefromthat,allgood.

154407-154401-9350288

Morefocusonproofsandrationalthinkingtoseewhyconceptsandtheoremsthatweusearetrue,asopposedtojuststatingthemandapplyingthem.

154407-154401-9350247

UniversitiestakinggreaternoticeoftheIBandconsideringitincoursedesign.MycourseatuniversityseemedtailoredtothosewhohadstudiedAlevelmathsandfurthermaths.

154407-154401-9350360

Moreproofs 154407-154401-9348800

Moremechanicsanddifferentialequations. 154407-154401-9350391

Notasmuchemphasisoncomplexnumbersisnecessary. 154407-154401-9350398

N/A 154407-154401-9350401

45/62

Applicationsofmathematicstorealproblemsinscienceandengineering,ratherthanjust'pure'mathematicalproblems

154407-154401-9350394

Encouragemoreindependentlearning.Getstudentstolearnato.opicandteachtheclassaboutitperhaps.

154407-154401-9350419

WellinuniversityIalsohaveexercisesonsomeonlineportalsandtheyarepreparingmefortheexamreallygood.IbelieveaswearenowinatechnologicalageIBMathscanalsohavesomeonlineportals.AlsoIbelieveformulabookletshouldberevised.MostoftheformulasareunnecessaryforaHLstudentandtheyarejusttakingtimewhileturningthesheets.

154407-154401-9350434

Addmoreordinarydifferentialequation 154407-154401-9350418

Introductiontotechnologytoassistinsolvingmathematicalproblemswouldbeextremelyuseful(MATLABorsimilar).Amorenarrowedfocusondifficulttopics(statistics,calculus,complexnumbers)ratherthanbasic/presumedknowledge(algebra)wouldbebeneficialbecauseofhowin-depthuniversitycoursesare.

154407-154401-9350431

Morecalculusshouldbeaddedatthecoreofthecourse.Moreformalproofscouldbeconsidered.

154407-154401-9350292

covermorepartofstat 154407-154401-9349018

Moreproofs 154407-154401-9350554

ithinkitpreparedmereallywell 154407-154401-9350639

moredifferentialcalculusandlinearalgebra 154407-154401-9350606

Iamnotwellequippedtolearningfromlecture-basedmathematicsaftertheself-directedanddiscovery-basedIBsystem.IthinktheIBmethodisastrongerwaytolearnmathematics,butitisn'tfrequentlyhowitistaughtinthegeneralcollegeclass,unfortunately.

154407-154401-9348393

N/a 154407-154401-9350682

Focusonfewerareas? 154407-154401-9350756

Othervarietiesofproofs 154407-154401-9350865

Moreemphasisonlinearalgebraconceptssuchasmatricesandvectors 154407-154401-9350851

Thevectorstopicshouldbemorecomplicatedsincethedifferenceinlevelbetweenschoolanduniversityonthattopicisverhigh.

154407-154401-9350908

Idon'tknow. 154407-154401-9350884

Focusonmoregroupworkandlong-termprojectsbasedprimarilyinmath. 154407-154401-9350936

Maybetalkaboutmorecalculus 154407-154401-9350600

Discretemathematics,maybe...? 154407-154401-9351062

Moreorganizedcourseandstopmakingittoodifficulttounderstand.Cramminglotsofdifficultinformationforhighschoolstudentscanbeoverwhelmingandmayresultinmuchlesslearningandfulfillmentthanlesscontentandbetterunderstanding.

154407-154401-9350465

WhatreallyhelpedmewastakingFurtherMathematicsinaddition.Isharethesentimentofmymathsteacherthatsimplifyingthecurriculum(e.g.throwingoutmatrices)isamistakeaspeoplewhotakeHLgoontododegreesinvolvingmaths,wherebetterpreparationisalwayswelcome.

154407-154401-9351183

Multivariablecaucususshouldhavebeenintroduced 154407-154401-9351190

46/62

Morestats&ODEs/PDEs 154407-154401-9351470

Moreemphasisoncalculusalone. 154407-154401-9351420

Inclusionofmoreproofs,althoughabstract,areparamountattheundergraduateandgraduatemathematicslevel.

154407-154401-9351587

Quickerlearning 154407-154401-9351619

TrytomakemorelinksbetweenmathsHLandchemistryandphysics. 154407-154401-9351742

Betterfaculty 154407-154401-9351800

Continuetheemphasisonactivelearningstrategiesintheclassroom,ratherthanstandardlecturing-thisiswhatIbenefitedthemostfrom.TheInternalAssessmentsfeltlikealotofbusyworkwhenIdidthem,althoughI'veheardthatthey'vebeenrevampedsincetheMay2012session.

154407-154401-9351856

Morefocusoncalculusandlessonstatistics.Howeverthismayonlyapplytopeoplepursinganengineeringdegree.Amathmajorspecializinginnumbertheorywouldappreciatemorefocusindiscretemath.

154407-154401-9351895

Proofs 154407-154401-9352022

Tobetterpreparemeforuniversity-levelmathematics,perhapstheDPmathematicsHLcurriculumcouldbemademorerefinedandtopic-oriented,ratherthanbeingtoomalleableorvagueinitsintent,sothatthetopicsbeingexaminedandpreparedcouldbebetteraddressed.

154407-154401-9351981

Personally,Ithinkuniversity-levelmathematicsisnotashardasIBmathematicsHL.Asapre-uniprogramme,thetopicscoveredinIBmathematicsHLareappropriateandgoodinordertopreparethestudentsforuniversity-levelmathematics.ButmyonlyconcernaboutmathematicsHLis,thewaythequestionsbeingaskedwerefartoohardandtheycouldmakethestudentslostconfidenceinmathematicalabilities.Butactually,itisjustthey(students)couldnotsometimesinterpretedthequestionslikewhatexactlytheyareexpectedtodoinordertoanswerthequestions.So,besidestestingthestudents'mathematicalabilities,thequestionstypearemoreliketotestthecreativityofthestudents.Iunderstandthat,theyareallrelatedtotheIBprofile,butasapre-uniprogramme,itshouldnotbethathard.

154407-154401-9351915

Moretime 154407-154401-9352122

No 154407-154401-9352147

Spendmoretimeoncalculus. 154407-154401-9352135

FewerTopics,NoMathportfolio,andjustonepaperexam. 154407-154401-9349639

Belessirrational. 154407-154401-9352322

Addingmatricestothesyllabus. 154407-154401-9352114

Indianuniversitieshaveahorribleapproachtoteachingandtestingmathematics,sonocommentthere.WithregardtoexamsandassignmentsfromuniversitiessuchasMITandHarvard,Ibelievethestudyofcalculusrequiresamorerigoroustreatment,asmanypeoplestilltreatitastheareaunderacurveinsteadofthelimitofasum.

154407-154401-9352316

Lessstatisticsanddistributions,morecalculusandcomplexnumbers.ANintroductiontomulti-variablecalculus.Moreonalgebraandvectorspaces.

154407-154401-9352350

I'mnotsureaboutwhatprogramsatotherschoolsarelike,butmyuniversity'sCalculus3classhasaheavyemphasison3Dspace.

154407-154401-9350446

47/62

classhasaheavyemphasison3Dspace.

Byomittingthemostuselesssubjectofalltimes:statistics(totalwasteoftime) 154407-154401-9352497

Includemultivariablecalculus 154407-154401-9351310

Moreemphasisonunileveltopicsinabasicformat 154407-154401-9352568

Definitely.Thereshouldbemoreemphasisonstatisticsandmatrices.Thosetwoareasarethemostimportantrightnowatmybusinessdegrees.

154407-154401-9352588

Itcouldmaybebetaughtbetter. 154407-154401-9352613

Morediscussionofhowtomodelrealsituations.Havingasectionofthestatisticscoursewhereweworkedwithrealdatawouldhavebeenfantastic.

However,myunderstandingofprobabilitywasstrongerthanmypeers'whenIentereduniversity,soIlearnedstatisticsquiteeasily.

154407-154401-9352649

Moredepthwhenstudyingcalculus(asinthedifferentmethodsofintegration) 154407-154401-9352635

Ibelieveitisquitegoodactually 154407-154401-9352746

perfectlyadequate. 154407-154401-9352758

morestatistics 154407-154401-9350427

Thecoursecouldbemoreappliedandlesstheoretical. 154407-154401-9352849

ConcentratemoreonfurtherDEs(incorporatethatoptionintothecoreprogram) 154407-154401-9349220

Morethree-dimensionalwork;morestatistics. 154407-154401-9348528

completelyoverhaulthecourse;focusonrapidlyadvancingthroughapplication-focusedcalculusconcepts,dipintodifferentialequations,andincludeaunitonstatistics

GETRIDOFPROOFS--ONLYMATHMAJORSREQUIRETHEM

154407-154401-9352892

Itwasanamazinglywellroundedcourse.Westudiedvarietiesofsubjectsinmathsthatmayappearindifferentcoursesatuniversity.However,sometimesIfeltthatwewerejustlearningtopasstheexams.Ifeltthatwewerestudyingmarkschemesandpassmethodsoccasionally.Inotherwords,wecouldhavedefinitelyspentmoretimeonreallifeapplicationsofthemathwewerelearning.

154407-154401-9352819

Someexposuretoproofsofbasicconceptsinnumbertheorycouldhelpstudentsmakethetransitiontoproof-basedcoursesmoreeasily.

154407-154401-9353190

Makemorestudyresourcesavailable,suchasgivingstudentsaccesstoquestionbanks,orgivingsampleuniversity-levelmathematicsquestionsforstudentstotryout.

154407-154401-9353294

Thereshouldbeafinebalancebetweenstudyingthecalculusandstudyingstatistics.WhileIrealizethathavingsuchbalanceisdifficult,IBteachersshouldatleastattempttomaintainthatbalance.

154407-154401-9353284

BetterplacementinmathclassesatUniversity 154407-154401-9353355

Ithinkthatthedifficultylevelisperfect. 154407-154401-9353323

Myprofessorsexpectmetoknowhowtointegrateusingtechniquessuchastrigsubstitutionsthatwerenotpartofthecurriculum.

154407-154401-9353385

Morecontentaboutproofs,teachgeneraltheoriesinsteadoffocusingoncalculatingspecifics.

154407-154401-9353424

48/62

Doneverywell.Perhapsalittlemoreprobabilityandstatisticsinaresearchcontext? 154407-154401-9353445

LessemphasisonmathematicalproofsMoreemphasisoncalculus(&real-worldapplications)ClearerIA

154407-154401-9353425

Good,wellexplainedexamplesofproofandsometoworkoutthatarenotnecessarilywellknown,butsimpleproofswouldbehelpfultoimpartabetterunderstandingofhowtowriteaproof,especiallyhandyinthestatisticssection

154407-154401-9353486

N/A 154407-154401-9353530

Focusmoreonuniversity-levelmathematicssuchaslinearalgebra,multivariablecalculus,anddifferentialequations.

154407-154401-9353531

Morehigherlevelsubjects 154407-154401-9350650

Introducingbasicanalyticgeometryandmaybebasicmatricesbackintothesyllabus.It'squitedoableinthe240hourswithoutmovingcontentout.

154407-154401-9353556

Idon'tknow 154407-154401-9353595

Linearalgebra 154407-154401-9352781

Theexamformatissomewhatdifferenttouniversty,howevertheindividualassignmentswerelargelydifferenttoanythingIhavetodoinmydegree.

154407-154401-9353723

makethetestcompatiblewithwhatisinthecourse 154407-154401-9353894

Greateremphasisonescalationofdepthofunderstanding(i.e.understandA+Binlecture,beabletoapplyA+BtodeduceA+B+Conexam)

154407-154401-9350011

Formeitwasgoodenough 154407-154401-9354186

Idon'tknowyet 154407-154401-9354135

Thecorecourseshouldcovermoreaboutdifferentialequations 154407-154401-9356270

Moretimeforsolvingproblems,moreexercises. 154407-154401-9356325

Furtherpracticewithexamtakingtechniqueswouldhavebeenideal(myclassdidnottakeapracticeexaminfullexamconditionsatanypoint,ie.theexampaperswere2/3rdslengthorwehadbetweenanextra1/3rdtodoubletimeforthepractice)

154407-154401-9356604

Moreemphasisoncalculusinthecorestudy,ratherthaninpaper3. 154407-154401-9356618

Focusonprooftechqniues.Encouragestudentstounderstandtheproofs,suchasMeanvaluethm,etc.

154407-154401-9356723

Bycoveringpreviouslyrequiredmaterialsuchasdifferentialequationsandmatrices 154407-154401-9355658

Inclusionofdifferentialequationsincoresyllabus!!! 154407-154401-9357781

Reducethesyllabus,thereisnotenoughtimetopreparecorrectllyallthetopics. 154407-154401-9358180

University-levelmathematicsrequiresveryrigorousandsystematicproving.MaybethewayprovingisapproachedinmathematicsHLcanbemoresystematicandrigorous.

154407-154401-9358188

Ithinkthereshouldbelessintensityintermsofthedifficultyofthecourseandperhapsmorecourseworkorwaystoencouragelessconfidentstudents.IusedtobeintimidatedbymyworkloadinDPmathsHLandsodidalotofotherschoolmateswhodroppedoutwithinthefirstfewmonths.

154407-154401-9359305

49/62

WellregardingthecoreIthinkisreallygoodasitis.Ithinktheschoolshavetopreparemoretheirteachers

154407-154401-9359430

Moreappliedmathematicsintothecorecurriculum. 154407-154401-9359438

Moreindependentworkonproblems 154407-154401-9360134

thepossibilityofchoosinganoptionthatismoreusefulformyuniversity 154407-154401-9360974

FocusonmoretheoreticalMath,teachstudentshowtoprovetheoremsect.,insteadofteachingthemhowtocomputeexercises,havemoretimeintheIBexamwithmorecomplicatedproblemssothatstudentsdon'tonlyhavetoapplytheircomputationskillsbutalsothink.

154407-154401-9361090

Proofs!Pleaseimproveyourproofscurriculum. 154407-154401-9361171

Havemorestatisticsinthecore(sinceIamtakinginformationsystemsbutinclass,wedidnotdothestatisticsoption)

154407-154401-9361694

Morefocusonproof-basedequations. 154407-154401-9362061

TheStewarttextbooksforCalculusshouldabsolutelybeadopted.IselftaughtmyselfCalculusfromthesetextbooksinuniversityanditservedmeverywell.IBHLdidnotpreparemewellatallforcomplexcalculus,usingthetextbookthatmyschoolused.

154407-154401-9362015

Ican'tthinkofanything.Itpreparedmewell. 154407-154401-9362568

Moretimespentonbasiccalculus(lesstimeonalgebra,learningaboutslope,etc) 154407-154401-9362716

Keepitthesame. 154407-154401-9362778

Ithinkdifferentmethodsofexplainingandsolvingcertainclassesofproblemsshouldbeexplored;theteachershouldnotonlyfocusonhis/hermethod,becauseinuniversityalotofmethodsareexplored,adnthoughyoumightgointoalecturethinkingthatyou'reveryconfidentwithacertainconcept,aftertheprofessorexplainsitinadifferentway,yousometimesfeelthatyourknowledgeofitisshaky.SowhatI'mtryingtosayit,explainthenewconceptfromalldifferentperspectives,tothatthestudentactuallyunderstandstheunderlyingtheory.

154407-154401-9363653

ThisisdifficulttosaybecauseMathHLanduniversitymathteachessimilarconceptsinaverydifferentmanner.

154407-154401-9363756

HavingLogicandMatrixincludedinthesyllabus 154407-154401-9364186

Don'tknow. 154407-154401-9364987

Differentiationequations 154407-154401-9366502

Abetterteacher. 154407-154401-9363892

No 154407-154401-9367516

LessSyllabus. 154407-154401-9370155

Nothing 154407-154401-9370916

No 154407-154401-9370780

ThestudyofLinearAlgebraandMatrixcouldbedeeper 154407-154401-9371961

Itcouldbemorein-depthandall-encompassing 154407-154401-9372522

DiscreteMathematics,withemphasisoncombinatoricsandgraphtheory 154407-154401-9372603

50/62

DiscreteMathematics,withemphasisoncombinatoricsandgraphtheory 154407-154401-9372603

Itcanbeimprovedinpartswhereitfocusesparticularlyonthecontentwhichwillbetaughtintheuniversityfortheundergraduatestudies

154407-154401-9372697

n/a 154407-154401-9374068

Moreproblem-basedlearning(PBL)andmathematicalinvestigations. 154407-154401-9374355

Morediscussionofdifferentialequations. 154407-154401-9381833

Nootherway.Iwasfullypreparedforuniversity-levelmathematics 154407-154401-9382979

Addhigherlevelmath,pastcalculus.E.g.ordinary/partialdifferentialequations,linearalgebra,combinatorics,probability.

154407-154401-9384249

Studycalculusinamoreprofoundway 154407-154401-9384359

Iamconvincedthatapartfromthe'technical'syllabusandtheory(whichIthinkiswellchosenandshallbedemanding)thereshouldbeasmuchfocusaspossibleontasks,waysandteachingmethodsthatstimulateandhelpdevelopindependentlogicalandanalyticalthinkingandproblemsolvingabilities.

154407-154401-9384618

Noimprovements,verywellprepared 154407-154401-9392393

Itcouldbeslightlymoreindepth,asthoughalotoftopicsarecovered,thereisn'tasmuchdetailasthereisintheoreticalmathcoursesattheuniversitylevel.

154407-154401-9392640

Expandthetopicstoincludesomeimportantideaslikehyperbolicfunctions,... 154407-154401-9392768

Morefocusedonbasiccalculusandcomplexcalculus 154407-154401-9392773

Morecomputerbasedstudies 154407-154401-9392784

IncludingatopiconstatisticalcalculuswillimprovethecurriculumforDPmathematicsHLgreatly.

154407-154401-9392756

Thereshouldbemorelessonsonhowtoprovesomething,likeprovethatA\(BuC)=(AuB)\(AuC)

154407-154401-9392838

Laplacetransforms,ODEsincoresyllabusratherthanjustasanoption. 154407-154401-9392818

Bettercoverageofdifferentialequations(ubiquitous)andlongformquestionsolvingI.e.Havingtoworkthroughfiveorsostepsbyyourselffora10markquestionratherthan52markquestions

154407-154401-9392757

Moreempahasisshouldbeprovidedonresearchandderivingtheformulaeused. 154407-154401-9392941

InclusionofMechanicsDifferentialEquations

154407-154401-9393029

Theintroductionofmoreproof-basedconceptswouldbetterpreparemeforuniversitymathematics,suchastheDelta-Epsilonproofforlimits,proofbycontradiction,proofbystronginduction(eventhoughDPMathsHLhadProofbyInduction),andpossiblyeventouchingonthetopicsofRealAnalysis,suchasintroducingtheideasof"whatisanumber?"andpossiblyeventouchingonthetopicsofaxiomsandsettheory.

154407-154401-9393241

Focusonskillsnecessaryinmostmathematicalprofessionsandnotincludethingsthataregenerallynotused.

154407-154401-9393264

Itcouldincludemorebreadth.ThereseemedtobealotoffocusonmathematicsforsomeonewhowouldbeinterestedinaMathematicsmajorasopposedtoalsoincludingmoreStatistics,Engineering,orBusiness-relatedmathematics.

154407-154401-9393253

51/62

Engineering,orBusiness-relatedmathematics.

Gothroughmoreproofsasopposedtojustgivedefinition/formula. 154407-154401-9393093

Moremoreapplicationsofcalculus,especiallyinphysics(e.g.integratingoverobjecttofindelectricfield)

154407-154401-9393320

Itcouldbebettertoimprovetheuniveristy-level... 154407-154401-9393568

Morecourseworkfeedback! 154407-154401-9393632

Nocomment. 154407-154401-9393704

Ifeellikethestatisticsportionshouldbeabitlessrigorousbecauseitishardforsomelearners,likemyself.

154407-154401-9393708

Demonstratingmorelinksbetweentopicsandtheirrealworldapplications. 154407-154401-9393727

Itwasgoodenoughasitwas 154407-154401-9393747

Ithinkoptionsneedtobeincreasedandthedifficultyofthetesttobedecreased.Andthestudentsshouldgettochoosewhichoptiontheywanttodobyhavingalltheoptionspresentedtothemonthetest,likeinphysicsorchemistry.

154407-154401-9394016

perhapswecouldfocusonmanualcalculationsforstatsinsteadofalwaysusingGDC 154407-154401-9394074

1.Putbackmatrices,andaddlinearalgebracontents.2.MaketeachersgivebetterinstructionsregardingIAs.3.Addthefollowingtopics:a.rolle'stheoremandmeanvaluetheorem,b.deepertreatmentoflimits,c.linearindependence/dependence,d.bivariate/multivariateprobabilitydistributions(bothdiscreteandcontinuousaswellasmarginaldistributionsandtreatmentofindependence)e.cofactorexpansionforfindingdeterminants.f.polarcoordinatesg.samplingdistributionandcentrallimittheorem,h.moredistributions:hypergeometric,geometric,negativebinomial,exponential,weibull,andgamma(allusedinmyengineeringcourses)

154407-154401-9394083

Asmentionedpreviously,IwouldliketoseeafurthermultivariablecalculusportionofthecalculusoptioninHLandFMmath.InsteadoftheconfusingDifferentialEquationsportion,whichdidn'tseemtoparticularlycorrespondwiththerestoftheoption,Iwouldopttohaveastrongerconnectionwiththe3Dvectorcurriculum.

154407-154401-9394131

Getclosertorealworldsituations 154407-154401-9394153

Itdidagoodjobofpreparingme. 154407-154401-9394178

Orderoftopicscouldhavebeenmoreintuitive,butthat'spotentiallyduetotheschool'schoices

154407-154401-9394179

Moreemphasisonproblemsolving 154407-154401-9394191

teachingmatrix 154407-154401-9394266

Morestatistics 154407-154401-9394262

Moreofafocusoncomplexcalculus,conicsandhyperbolicfunctions. 154407-154401-9394288

Astrongeremphasisonprovingtheorems,definitions,thestudyofaxiomaticsystems,andthelogic/ontologiesthatgointoformingaxiomaticsystemsthatgovernproofsandproof-writing.Thisiswhatmathematicsis,andwhatstudentsstudyingmathematicsshouldstriveto

154407-154401-9394295

52/62

Thisiswhatmathematicsis,andwhatstudentsstudyingmathematicsshouldstrivetounderstand.

Thereshouldbemoreindicidualandgorupassignments,insteadofmostofthecontenttaughttous.

154407-154401-9394562

Havingabetterbaseknowledge 154407-154401-9395585

Perhapsmoreexercisesconcerningintegration 154407-154401-9395712

Includebasicquestionsoftopicsthatarerelevanttodegreecoursese.g.differentialequations,mechanics,etc.

154407-154401-9396745

Ithinkitshouldbecateredtothestudent'sinterestsmore.MyHLmathematicslecturewasfullwithmanywhowantedtogointomathematicallychallengingcareerssuchasastrophysicsandengineering.However,Iwasjustanindividualwhojustenjoyedworkingwithnumbers.Yes,IcouldhavegonetoSLmathematics,butitwouldn'thaveallowedmetoworkwithnumbersthewayIwantedtoworkwiththem.

154407-154401-9396819

OfferStatisticsSLasaGroup6courseandreplacethestatisticssectioninMathematicsHLwithmorevectorsandthree-dimensionalcalculus.

154407-154401-9397136

UnlikeintheIBprogram,universitylevelcourses'gradingdoesn'trevolveentirelyonthetests/exams.Astudent'slearningmaynotnecessarilybealwaysreflectedintheirtestperformance.Perhapsmoregroupprojects,orsolo/researchassignmentsdonethroughoutthesemesterstobetterpreparefortheothertypesofassessmentsinuniversity.

154407-154401-9397203

Morefocusonproofsandhowtowriteanelegant,conciseproofforhigherlevelmath. 154407-154401-9397656

Moreunderstandingofmathinsteadofproblemsolving 154407-154401-9398320

Alreadycompletedearlier. 154407-154401-9398576

Moreemphasisonproofs.Andalsointroducestudentstoideasoflinearandabstractalgebra(inasimplefashion).Havethestudentsunderstandtheideathatalthoughweusuallystudyaspecifictypeofalgebrainaspecificfield,manyothersexist.

154407-154401-9396009

It'salreadygood. 154407-154401-9399450

NA 154407-154401-9406097

IBMathHLformewasmoredifficultandrigorousthanmycollege-equivalentmathcourses. 154407-154401-9406487

AtuniversityIwentovermostoftheconceptstaughtinIB.ThedifferencewasthatnowIwassupposedtoprovidemanyproofs,deriveconceptsetc.Alsotherewaslittleemphasisonlogic,whichcouldbeimproved.

154407-154401-9406678

Moredepthincalculus 154407-154401-9406071

Moresupportandencouragementtoworktogether 154407-154401-9407527

Theyleftoutmatricesinthecurriculum! 154407-154401-9407779

Mimichowvectorsaretaughttomathematicsandengineeringstudents. 154407-154401-9408503

agreaterfocusondifferentialequations 154407-154401-9409429

Introduceafasterpace,orinsomewaypreparestudentsforlearningmaterialatafasterpace. 154407-154401-9409488

Encouragemorepeoplenottobescaredofit 154407-154401-9409513

Computerbasedmathematics,simulations,modelling,graphing,solvingequations(i.e.Mathematica,Matlab)wereatthecruxofmyengineeringcourses(aswellasEconomics

154407-154401-9409516

53/62

Degreecourses).

OtherstudentswereintroducedtocomputermathsmodellingprogramsinHighSchool,Ihadnot.So,Ididn'thavethatleg-upadvantage.

Includemoreproofsandmoreindepth. 154407-154401-9409650

Moredifferentialequations 154407-154401-9409758

notreally. 154407-154401-9410224

Slightlychangethesyllabus(e.g.addmatricesanddifferentialequationstoCore).Providewithmoremodels,e.g.real-lifesituations,insteadofplaincalculations.

154407-154401-9410396

Thecoursewaswellmade,Ijustdidn'thaveateacherwhowasbotheredtohelpstudentswithproblemsinafewbasics.AsanIGCSEstudent,therewerecertainthingsIdidntknow,andhedidn'tteachme.Icouldn'tfigureitoutonmyown.

154407-154401-9410402

Ithinkitdidprettywell,justmoretimetounderstandtheconceptswouldhavehelped. 154407-154401-9410427

Theissuestendtoliemoreintheapproachtothecoursebytheteachinginstitutionthaninitscontent.Closerobservationoftheattitudesandprogramsinplace,withaspecificfocusonwhatisactuallygoingonratherthanwhatisbeingreported,iskey.Manydon'tenjoyHLmathsbecauseoftheapparenthigh-stress,low-benefitprogrammyinstitutionmadeitouttobe.Ilovedit,despitemyaverageresult.

154407-154401-9410681

Idonotknow. 154407-154401-9416872

Includereallifeapplications 154407-154401-9418035

No,andthisshouldnotbethefocus,thecourseshouldbeascattergunapproachtomathematicslearning.

154407-154401-9419729

Fineasitis,UniversityMathematicsiseasy. 154407-154401-9419886

Introduceproofs 154407-154401-9419930

Withmorecalculus,maybeevenapartinmultivariablecalculusliketheAPhas. 154407-154401-9419937

Ithinkthatproofsneedtobeemphasizedmore:similarlytohowthefirstcalculuscourseformathmajorsisusingtheepsilon-deltamethod.

154407-154401-9425742

AlthoughmygrademightnotreflectalltheknowledgeIgainedfromthisclass,thisprogramhasdefinitelypreparedmeforthemathematicsthatareusedinmyfieldofstudyandmyotherrelatedinterests.

154407-154401-9434482

Havebetterteacherandpossiblyhelpschoolsgetbettertextbooks,suchasthePearsonMathematicstextbookbyWazirandGarry.Also,haveagreatersupportsystem,suchastutors.IoweagreatpartofmyPaper3gradeinMathHL(eventhoughIgota5)toKhanAcademy.

154407-154401-9434689

Addmatricesandtheentirefacetoflinearalgebra 154407-154401-9435685

Thecurriculumisalreadyrigorous.PerhapsalittlebitmoreintotheproofswhichIfoundtobeinterestingaswell.

154407-154401-9444618

teachmatrix 154407-154401-9450290

heavieremphasisoncalculus,especiallyfirstyearmaterial 154407-154401-9450640

InmyopinionDPMathematicsgivesagoodbackground.Iamnotsureifcoveringmoretopicsordesigningtheprograminadifferentwaycouldactuallyimprovesomething.

154407-154401-9513187

54/62

27 YouhaveansweredallourquestionsIfyouhaveanyothercomments,pleasefeelfreetoaddthembelow.


SincegraduatingfrommyBAIamnowcompletingmyMScinEconomicsinwhichtheHLMathsknowledgehasbeenabsolutelycrucialandIamsogladthatItookHLMaths.IstilloccasionallyusemytextbookwhenIneedtolookupsomeofthebasicmaths..

154407-154401-9347966

Myteacherruinedthemathscourse.Hecouldn'tteach. 154407-154401-9348011

PleaseemphasiseongivingstudentstochoosewithoptiontheywouldliketodoregardingPaper3.Forinstance,itwouldbebetteriftheexamconsistedofalltheoptionsandthestudentwouldstudyfortheoptionthattheywantedandanswerthequestionsrelevanttothatoption.

154407-154401-9348018

TheIBHLMathsneedsseriousreconsiderationtobeofferingacompetitivechoiceforstudents.HadIrealisedthedifficultyofthecourseincomparisontoothergroupsubjectsIwouldnothavechosenMathsHLasIamconfidentIcouldhaveachievedmuchhigherinanothersubjectdespitehavingA*GCSE,atopgradeinFSMQandregionalsuccessinMathscompetitions.SincemyschoolwasnewtotheIBguidancewaslittleaboutthis

154407-154401-9348090

IBwasawonderfulexperience.TheMathHLclass/exam,thoughdifficult,reallydidpushmeandmypeerstostrivetobebettermathematicians.Evenifmyuniversitydegreeisn'tmathematicallybased,thekindofknowledgeIreceivedfrommyeducationthroughMathHLisindispensable.

154407-154401-9348095

IwastheonlystudentinmyyeardoingHL,whichexplainswhythecoursedidn'tparticularlypreparemeforgroupwork.Ialsomostlyself-studied,solearningfromlecturesdoesn'treallyapplytome.

154407-154401-9348134

OnlythinkIcouldsaythatmathematicswastheonlysubjectIwasdisappointedatoncejoiningtheIB.WithallconfidenceIcouldsayIwasaverygoodmathematicianbeforejoiningtheIBprogramme,butonceIjoinedtheprogram,themathswastheonlyonewhichIdidnotenjoywhilepreviouslyenjoyingit.

154407-154401-9348097

MyteacherpreparedmyHLMathsclassextremelywell,andIgenuinelyfeelIwouldhaveperformedpoorlyinmyMathsexamsifitwasn'tforhim.

154407-154401-9348232

Ultimately,ImustadmitthatmymathHLexperiencewaslargelydrivenbythegoodfortuneofhavingamazingpeers,abrilliantteacher,andasmallclasssize.Furthermore,pleasenotethatIhaveyettostartuniversitybeyondanoptionalbridgingunitonproofsthatwassenttomebytheinstitutionIwillbeattendingandthismayhaveaffectedsomeofmyresponses.

154407-154401-9348056

Duringuniversity,mydegreewasnotinmathematicsbutIstilltookmathematicsclassesandtutoredothermathstudents.IthinkmyinterestindoingsowasstronglyduetomyIBHLMathscourse.

154407-154401-9348302

MakeIBcreditsmorehighlyregardthanAPcredits 154407-154401-9348297

IBtaughtmehowtodealwithbeingbusy,lotsofwork,andthinking,butmissesoutonsomespecifics.

154407-154401-9348165

Goodluckimprovingthesystem! 154407-154401-9348314

NA 154407-154401-9348276

OverallIfeelthatthecoursehaspreparedmeexcellentlyformydegreeprogramme,even 154407-154401-9348390

55/62

OverallIfeelthatthecoursehaspreparedmeexcellentlyformydegreeprogramme,eventhoughIdidnotgetthehighestgradesduringtheMathsHLcourse.

154407-154401-9348390

ThestandardandrigourthatIBpridesitselfinthesubjectofhighermathematicsisajoke.Comparedtotherigoursofuniversitylevelmathematics,IBhigherislikespoonfeedingatoddler.

154407-154401-9348410

WhileIhadsomedifficultyintheclassduringhighschool,itnodoubtbenefittedmeimmensely

154407-154401-9348433

IntheIBDP,Istudiedtwokindsofart,musicandtheatre.BothatHL.Mygradeswere,respectively,3and5.MyscienceandsocialsciencewasEcosystems&societies.

154407-154401-9348514

IpersonallyenjoyedmyHLmathclasses,althoughI'msuresomeofmyclassmateswouldnotagreewithme.

154407-154401-9348714

HLmathgavemeagreatandvastexperienceinmanytopicsinmathematics. 154407-154401-9348733

IenjoylearningDPMathHL.Thesyllabusprovided(in2009-2011)wascompleteandinteresting.

154407-154401-9348167

TheIAbetterpreparedmeintheapplicationofmathematicstotherealworld,althoughitwasratherconfusingatthebeginning.

154407-154401-9349011

Forwhatit'sworth,I'mcurrentlyaPh.D.studentinmathematics. 154407-154401-9349415

Thanksfordoingthisresearch! 154407-154401-9349478

MathHLwasoneofmyfavoritecoursesintheIB! 154407-154401-9349563

(.Y.) 154407-154401-9349685

TheIBDiplomawasagreatexperienceformypersonalandintellectualgrowth 154407-154401-9349691

MathHLwasmysecondfavoriteIBclass(favoriteischemistry),becausesofewpeopletakeit!Smallclassteachingisfunandawesome!Andthebestpartwasthattheteacherdidnotenjoymath,soshefocusedontrainingourexamtechniques(helpingusgetovertheobstacleofmathHL)!Ratherthangettingdistractedbyenthusiasm.:p

154407-154401-9349696

Addmatricestothesyllabus 154407-154401-9349886

WhileIenjoyedbeinginHLMath,itwasverydifficultandifIhadtheoptiontogoback,Iprobablywould'vetakenSLMath(Methods)instead.

154407-154401-9349908

IBwastheworst2yearsofmyexistence.Everydaywassuicidalforme. 154407-154401-9349837

MathHLwasthebestcourseIhavetaken,Irecommendtoallstudentsinterestedinmathematics.IwishIhadthemindsetIhavenowformathematics,tohaveenjoyedthecoursetothefullest.

154407-154401-9350282

TheIBHLMathcourseisverygood,buttheexamisjustanabsolutenightmare.Anystudentcandowellinallthetests,studyaninsaneamountandbeabletotechnicallydoeverythingandstillgeta4.That'snotright.Thecourseeitherneedstobemorecoursworkassessed,ortheexamneedstobemademorefair.Apersonperfectlycapableoftacklingalmostallquestionsintextbooksshouldbeabletogetasafe6,notstruggletopassatall.

154407-154401-9349713

HLmathisthecourseI'mmosthappytohavetook.Itwashard,reallyhardsometimes,butithasactuallymadeadifferenceinmylife.I'mwhereIamanddoingaswellasIambecauseofHLmathandmyteacherinthecourse.

154407-154401-9350288

MaybeaddingproofstotheHLMathcurriculumisn'tentirelyfeasibleforstudentsatthesecondaryschoolstage,butaddingmoreconceptsthatcouldserveasatransitionor

154407-154401-9350247

56/62

secondaryschoolstage,butaddingmoreconceptsthatcouldserveasatransitionorintroductiontoaformalstudyofproofswouldbehelpfultopreparestudentsforuniversity.Forinstance,arigorousepsilon-deltatreatmentoflimitswouldperhapsnotbetoodifficultforsecondaryschoolstudentstounderstand.

UnfortunateltythereasonwhyifeelcomfortableinmathematicsnowisinnowaylikedtothecouseofmathHL(IB),ratheritisthankstootherprofessorsandmethodologieofstudiesihaveencounteredinmydegreeprogramatuniversity.

154407-154401-9350303

IreallyfeelthattheIBDiplomaProgramcanbesignificantlyimproved.IattendedapublichighschoolinsouthernCalifornia,U.S.A.,andIfeellikethesameIBclassestaughtatoneschoolarewaydifferentfromthatofanotherpublichighschool.Ithinktheprogramneedstobemoreunisoninteachingcurriculumandthewayofteacher(forexample:teachersshouldgettogethersotheyconducttheirownIBclasseswiththesameconsistency)Yes,someteachersmaybebetteratexplainingcertainsubjectsthanothers,butIfeelliketheIBprogramwasnotreallyagoodoptionforme(vs.takingjustAdvancedPlacementCourses).IdoadmitthattheIBprogramhashelpedmewithhandlingrigourouscoursesandtimemanagementskills,butIfeelliketheteachingisalittlelacking.Pleaseconsiderimproving.Thankyou!

154407-154401-9350390

IthinkthereshouldbeanentrancetestforHLMaths.Mostofthestudentsinmyschoolhadextremelyhardtimelearning.Andwhensomepeopledidnthavehardtimethethingsgetuglier,astheteacherssometimeswerenotcomfortablewiththestudentswhocouldntunderstandasquicklyasotherscan.SotosolvethatIthinkyoushouldconsideranentranccetest.Inaddition,thissurveyisagreatideaofIBO.Iappreciateyoufordesigningthissurvey.

154407-154401-9350434

MathIBHLwasmyfavoritetimeinhighschool.Itwaspartlybecauseofthecurriculumandpartlybecauseofagreatteacher.Itmademyuniversitysooooomucheasier.

154407-154401-9350418

TheIBmathprogramwasafantasticexperienceforme.Iwishmyuniversity-levelmathematicswouldbemorelikemyexperienceinIBMath.

154407-154401-9348393

mathsHLruinedmylifeinhighschool:))) 154407-154401-9350756

MathHLwashard. 154407-154401-9350884

N/A 154407-154401-9350936

Thankyouforthesurvey.HLmathisoneofthebestchoicesIhavemadeinmyschoolcareer! 154407-154401-9351005

MathsIAwasfun,keepdoingthat.Bethankfulthaty'allhavegoodteachersforyourcurriculum,otherwise,I'mnotsurehowwellit'dturnout.

154407-154401-9351062

Don'tletschoolsteachthiscourseiftheyhavenotbeenpreparingtheirstudentsadequatelyforitallalong.Weweren'tallowedtodropdowntoSLMatheventhoughHLMathwasadeathtrap.

154407-154401-9348060

Hlmathwasoneofmymostfavoriteandenjoyableclassinhs 154407-154401-9351190

IBPAPER3ISTERRRRRRRRRRRRRRRRRIBLE 154407-154401-9348059

Paper3topicswerewaybeyondmylimitsandthecriteria(ex:exploration)arehardtofulfill.ThedifferencebetweenSLandHLareunbelievable.

154407-154401-9351613

ThisisthebestcourseI'veevertaken.Ihaveneverfeltsomuchrewardfromasinglecourse,andIamstillintouchwithmyteachertoremindhimofthis.Iamveryluckytohavehadsuchastronginstructorforit!

154407-154401-9351856

pleasedosendmeanycoolfindings:)siunceI'mapsychstudentandall

154407-154401-9352051

ItrulyappreciatethefunctionofIBDPMathematicsHL,andtheIBProgrammeasawhole.I 154407-154401-9351981

57/62

wouldsaythattheMathematicsdepartmentoftheprogramcouldcertainlyusesomeextentsofrefinementintermsofwhatitintendstoteachstudents,especiallyforthosewhosefuturecareerpathsinvolveafairtolargedealofmathintheirwork.Inthisregard,perhapsthemodelusedbytheAP(AdvancedPlacement)oruniversity-levelcurriculumformatmightbeanadvisabledeviceforanalysisandrefinementtomaketheMathematicscurriculumandquestionformmoreconducivetofasterandmoreefficientcomprehensionandteaching.Otherwise,therearenoparticularlystanding-outissuestoname.Thankyou,andtheworksoftheIBProgrammearetrulyappreciated.

Ichosemydegreealmostpurelybasedonmypersonalinterests,butafteroneyearofstudyIdofindthatImissmathematicalproblemsolvingtoanextent.Ifeellikemysubjectatuniversityalmostexclusivelyconsistsofargueingaroundacertaintopicanddoesnotofferabsoluteanswers.Imissthisalittleandamthinkingofwaystoincorporatemoremathematicsinmylifeagain.

154407-154401-9352355

Youshouldhavemyemail,butifthereareanymorequestions,Idhappilytalktosomeone.Mathshasalwaysbeenmyfavouritesubject,andificouldfindajobwhereicouldgetpaidtositandsolvemathsproblems,idbethehappiestchapalive.Accountinggetsmeintomathsalittlebit,butnotasmuchasIdthought.Lookingforwardtohearingfromsomeone.Changeisgood.Imgladtohavebeenaskedaboutthis.:)

154407-154401-9352461

ThiswasmyfavoritesubjectthroughoutthetwoyearsofIB,eventhoughbeforeIdidn'tlikemathematicsatall.Theexamscouldhavebeenbetterstructured,butotherwiseitwasaverypleasantandenrichingexperience.Overall,anexcellentcourse,anddespitethechallenge,IwoulddeinitelyrecommendotherstochoosetheHLoptioninsteadoflowerlevels!

154407-154401-9352578

Ihaven'tactuallystarteduniversityyet,so-forsomequestions-Ijusthadtopredictwhattheanswerwouldbeinayearortwo.

154407-154401-9352849

Eventwoyearsintomycollegeeducation,IstillfindmyselfusingnotesfromHLMath.Itwasareallygoodcourse;I'mgladIgottotakeit,evenifitwasroughatthetime.

154407-154401-9348528

GETRIDOFPROOFS--NOThelpfultoengineeringdegree 154407-154401-9352892

TheIBhaschangedmylife.I'velearnthowtobeopen-minded,andmymathematicshasimprovedbeyondwordsaftertakingtheHigherLevelcourse.Icameintothiscoursewithself-doubt,andIneverbelievedI'ddowellunderallthepressure.Butasthecoursewenton,Iimproved.Ilearntmore,andIunderstoodwhatIwaslearning.ItmademerealisewhatIwanttostudyatUniversity.FromthenonMathematicsbecameaninterestandapassion,eventotheverylastdayoftheexams.TheresultIachievedinmathematicsmeantmorethanjustgettingintouniversity,itwassymbolicofmyimprovement.HigherLevelMathematicsisdefinitelythemostdemandingandrigorouspre-universitymathscourseintheworld.TheIBcoursehaspushedmeandchallengedmeoverthepasttwoyears,butitwasforthebest.Icouldn'timaginetakinganyothercoursebecausetheIBdidn'tjustteachmewhat'swritteninyourtextbook,ittaughtmecontentthatwillforeverbeapplicabletotherealworld,andmostimportantly:ittaughtmehowtoteachothers.

154407-154401-9352819

HLMathematicspreparedmewellformyBScinMathematics,anditisastrongreasonwhyIamcurrentlypursuinganMScinMathematicalScience.

154407-154401-9353190

GreatdecisiontotaketheIBinsteadoftheALevels! 154407-154401-9353294

Ibelievemathematicshigherlevelhelpedshapemyperceptionoftheworld,andIthoroughlyenjoyedit.

154407-154401-9353296

Overall,IamgladthatIgraduatedfromanIBschool,astheskillsandexperiencesIhadatthatschoolwellpreparedmeforuniversity,formydevelopmentintoadult,andformylifeofcontinuouslearning.

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continuouslearning.

TheexplorationessaywasagoodideaandIsomewhatenjoyedit,butthereisariskofgoingtoofarbeyondthescopeofthecourse.

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IalsocurrentlyhaveStatisticsconcentration,butIdon'tfeelconfidentsayingthatIamgoodatmathematics.

154407-154401-9353421

HLwasperhapsthemostenjoyablecourseofhighschoolandIthankIBforthat:) 154407-154401-9353424

Thoughitwasrigorous,ItrulyenjoyedIBHLMathandithaspreparedmewellformyfuture! 154407-154401-9353445

HLmathwasfun&challenging.Asuggestionwouldbetoprovidemorestudying/teachingresourcestomakethecourselessintimidating/difficult.

154407-154401-9353465

Greatprogram!HLmathwasveryhelpfulinmyuniversitycourses. 154407-154401-9353463

TheHLcurriculumis(andshouldbe)rigorousandchallenging.ButIbelievetheremustbeaminimumnumberofhoursallocatedtoteaching,ANDaminimumnumberofhoursdedicatedtofollowupontheInvestigation,andtocatchproblemsstudentsmayhave.ItispossibleforstudentswithoutastrongbackgroundinmathstocompletetheHLcourse,buttodosotheyMUSThaveavailablesupportsystemspresent.Also,putthematricesbackin,aswellasdifferentialequations.

154407-154401-9352798

N/A 154407-154401-9353530

Overall,IwishHLMathhadfocusedmoreonintroducingandfacilitatingunderstandingoflinearalgebra,multivariablecalculus,anddifferentialequationsinsteadofspreadingoutbetweenvarioustopicslesscorrelatedwithuniversity-levelmathematics.

154407-154401-9353531

IBhelpswithtransitioningfromacushionedhighschoollifestyletohard,coldcollege. 154407-154401-9350650

Idon'tworkhardinuniversity 154407-154401-9353595

MyschoolonlyhadIBMathHLforoneyear.IfeelthatifIhadtakenthecoursefortwoyears,IwouldhavehadatleastonegradehigherthanwhatIhadreceived.

154407-154401-9353612

Myprimarychoiceforuniversitydegreedidnothavespecificsubjectrequirements,soIchoseIBDPsubjectsaccordingtomyinterest.ThisincludedchoosingHLMathematics,sinceIenjoybeingchallenged.

154407-154401-9353616

WedidnothaveanactualIBmathcourse,butwehadanAPStatisticscoursethatwasadaptedtohelpIBstudents.ThatmaybewhyIdidn'tfeelascompetent.Also,mathhasalwaysbeenmyweakestpointandIneverlikeditanddon'tneedmuchbeyondbasicmathematicsformycareer.

154407-154401-9353657

Iwas2marksawayfroma7inmathHLandthatwasbecauseoftimeconstraints. 154407-154401-9353688

.thoughtwasgoingtopass 154407-154401-9353894

n/a 154407-154401-9350011

Ithinkthewayyouguysteachitneedstochangeforsure. 154407-154401-9354214

N/A 154407-154401-9356604

ThebestthingthattheIBprogramcoulddo,specificallyforUSstudents,wouldbetoworkwithcollegestoacceptIBcoursework.ManycollegesandtheiradvisorshaveneverheardofIB.DuetothismyfirstyearandahalfwillbespentretakingCalculus1,2,and3thatIpreviouslylearnedfromtheMathsHLcoursehowevermycollegedoesnotacceptitascredit.

154407-154401-9356618

Teachersdonotseemtobewellequippedinguidanceandteachingforthemathematicalexplorationinternalassessment

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explorationinternalassessment

MathsHLwasagreatsubjecttodo.Sometimesitwashard,butingeneralitwasalwaysfunandinteresting.Thankstotheteachers!

154407-154401-9349803

Pleaseinvestigate/improve/renegotiatecompatibilitywithSwedishschoolsystemandgradings.AlternativelyinvestigatethequalityandperformanceofIBOSweden.(morespecificallyinwesternSweden,schoolcode:001012)

154407-154401-9358862

ithinktheIBDPingeneralmademeverywellpreparedforbothuniversityandcareerlife 154407-154401-9353489

Ican'tstressenoughthatfindingorcreatingabettertextbookisimportant! 154407-154401-9360475

HLmathpreparedmetobeoneofthetopperformersinmyuniversity. 154407-154401-9361171

WhenIsaymathsHLdidn'tpreparemeforlecture,it'ssolelybecauseaftertheamazinglearningenvironmentthatwasfocusedonsmall-groupandindividualizededucation,learningmathematicsinalecturewasnearimpossible.Mathbecameasocialactivity,andgoingtolecturefeltoff-putting.CalculusIIIremainstheonlycourseI'vewithdrawnfrom.

154407-154401-9361649

ItookHLmath,thenFurtherMath.Ienjoyedbothimmensely.EventhoughIamstudyingmusicperformance,theproblemsolvingskillsIlearnedhelpmeeverydaywhenIampracticingmyinstrument.

154407-154401-9362115

Sets,Groups,RelationsisaFANTASTICoptionanddefinitelyhelpedmebemoreprepared. 154407-154401-9362568

ilikeIAbutifigureweneedbetterteacherstoteachhowtochoosetopicforandwriteanIAinallsubjectsincludingmath

154407-154401-9363584

HLMathswasthemostIBcourseIbenefitedfrom. 154407-154401-9363653

Addlinearalgebra 154407-154401-9366502

N/A 154407-154401-9368568

I'mgladIchoseMathHL:) 154407-154401-9382979

IthinkchoosingMathematicsHLwastherightchoicebasedonwhatI'mstudyingnow,andafterlookingatotherstudentswho'refarbehindmyknowledge

154407-154401-9384359

IamoverjoyedtohavebeenabletotakemathematicsHLinhighschool.ItisoneofthemostinterestingtopicsIsawinhighschoolanditpreparedmesowellforcollege.Thankyou!

154407-154401-9392756

Ienjoyedthecoursealot.IlovetogobacktothewholeIBexperience.ItwaschallengingwhenIwentthroughit,butIfeellikeitmadememuchsmarterandmoreconfidentinmyselfandmyabilities.Forme,gettinga7inMathHLwassofarthemostrewardingthingIhavedone,only9%gotit,asstatedintheM14statisticalbulletin.IenjoyedthewholeexperienceandIthinkthattheIBOisaveryprofessionalorganization.Thankyou,RamiBanna.

154407-154401-9392766

Teacherinmyschooldidn'tknowenglishwell.Itwasahugeproblemforus.Shealsodidn'tknowmanythingsandrefusedtoelaborateonthingswedidn'tunderstand.

154407-154401-9392838

Ithinkmathhlshouldhavemoreofacomponenttostimulateinterestinthestudentsratherthanassumetheyareinterestedbecausetheyaretakingmathhl,thisattitudecanresultindecreasinginterestlevelsinmathforthestudents,especiallywhenthecourseissocondenseandloaded.

154407-154401-9392840

ReplacethemathIAwithanothercomponent 154407-154401-9392839

Teachersshouldbegivenmoreinformationabouttheexploration,whointurnshouldprovidemoreexamplesandexplaination.

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moreexamplesandexplaination.

MyteachershouldtakecreditnottheIB 154407-154401-9393123

IBMathematicsHLreallygavemeamoresolidfoundationandunderstanding,aswellasmuchstrongerproblemsolvingskillsfromtheexams,comparedtomypeersfromtheUS,mostofwhomtookAPCalculusABorBC,theexamforwhichismucheasier.Thisisevidentfromthestatisticsalone:onaverageabout50%ofstudentsgetthetopgradeof5ontheBCexam,comparedtotheabout7%whogeta7inIBHLMatheachyear.ThisisalsodemonstratedbythefactthatI'mdoingmuchbetterthanmostofthemincollege-levelmathcourses.Ihavesofartakentwo:DifferentialEquationsandLinearAlgebra,andMultivariableCalculus,inwhichIreceivedgradesofA-andA+respectively.IamcurrentlytakingHonorsLinearAlgebra,andintendtocontinuetakingmathclassesoutsidemymajorrequirementsandgetaminorinMathematics.Despiteallthis,gettingtransfercreditforIBingeneral,andMathisparticular,isstillquiteanflawedsystem,andaproblemIfeelratherstronglyaboutasitaffectedmepersonally.ForIBMathHL,atmyinstitutionRiceUniversityatleast,IwasoriginallyonlysupposedtogetcredittoskipthemostbasicCalculusI(MATH101)course,eventhoughAPCalculusBC,whichisarguablyeasier,givescreditforboth101and102.Earlylastschoolyear,IreadanarticleaboutthisexactissueononeoftheIBAlumninewsletters,encouragingstudentstospeakupforthemselvesandaskforIBcredit.SoIdidexactlythat,essentiallyshowingthatwecoveredeverythingin102intheCalculusoption(whichinretrospectiswhytheycouldn'tgive102creditbydefault,asnoteveryonewouldhavedonethatoption),andgotthecredittoallowbetogostraighttoa200levelcourse.ThisisoneareathattheIBreallycouldandneedstoworktoimprove:creatingbetterasystemfortransferIBcreditwithUSinstitutionsinparticular,tomakesurestudentslikemegettheirfairrecognition,notjustinMathbutallsubjects,fortheirnotinsignificantachievementscompletingaprogramasrigorousastheIBdiplomainthefuture.AndIknowworkisbeingdoneintheIBtothisend.Ifyouwouldliketohavefurtherfeedbackandinputaboutmyexperiences,[email protected][at]gmail.com,orevenforwardthismessagetotheIBifyoufeelitcouldbehelpful.HaihaoLiu

154407-154401-9393320

IbelievemanyofmyqualmswithHLmathcamefrommyextremelysmallclasssize(6)andverytoughteacher.

154407-154401-9393564

. 154407-154401-9393568

TheIB(especiallymathscourse)putanundueamountofpressureonstudents.Ididnotenjoymostofmytimedoingit.StoppingithasbeenareliefandIhavefinallygottoenjoymylife.IdonotusethislightlybutIhateddoingitandwishthatIhadchosentodoA-levels.NobodyIknowenjoyedit.Anobleideabutbadlydonetothepointofactualharmtostudents.

154407-154401-9393729

IneverfeltcomfortabledoingtheIAs.Butultimately,mostofthepedagogicalfailingsIsufferedisdowntotheteacher,andthereissomuchthatIBcando.

154407-154401-9394083

IgreatlyappreciatetheresearchaspectsofHigherLevelandFurtherMathematics,whichhavepreparedmesubstantiallyforscientificallyresearchatYale.Inaddition,IthinkthatthehollisticapproachofMathHLhasgreatlybenefitedmeinthewaythatIamabletoseemathematicsasawholefittogether.

154407-154401-9394131

WhatIlearnedintheIBMathHLcoursewasveryhelpfulformeinmyuniversityclasses 154407-154401-9394178

IhavemanyfriendswhoweregoodmathematicianswhowerecausedunduestressandworrybecauseofMathHL.Althoughintheendtheygot5sand6s,theirothersubjectssufferedmorethantheyshould.Inaddition-althoughsatisfiedwithmygrades-IdidworsethanIexpectedinothersubjects,probablyduetomyfocusonMath.

154407-154401-9394288

Mathismysultrymistress. 154407-154401-9397136

PleaseincludeawarningthatMathHLmayresultinteenagedepressionaswasthecasewithme.

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me.

IlikemathandI'mgoodenoughatittorealizethatI'mnotgoodenoughatitandtherearegiantsaboveme.

154407-154401-9406135

Asevidencedbymyresponses,ItookDPMathematicsHLnotbecausemyinterestslaidinmaths.Iactuallytookthecoursebecauseotherwisemydegreewastoohumanitiesheavy,anditwastheonlyotherclassthatfitwithmyschedule.IthinkmyresultsshowthatIwasnevertooinclinedtousemathslaterinmyeducation.Asamiddleschoolandhighschoolstudent,Ihadbeennaturallygoodatmaths,andthoughtIcouldcontinueonattheDiplomaleveldespitemylackofpersonalinterest.Badhealthandabusyschedulecontributedtoasignificantnumberofabsencesthatcausedmetofallbehindaroundthecalculusunit.Becauseofmyweakfoundationinbasiccalculus,Icontinuedtostrugglethroughuntilthefinalexam,whereIwasrelievedjusttopass.Ithinkthereshouldbeadisclaimerforthecoursethatthosewhoarenotinterestedinusingmathsatdegreelevelshouldstronglyconsiderdroppingthecourse.Personally,itwasnottherightfitforme.

154407-154401-9406217

AlthoughMathsHLwasoneofthehardestthingsI'vedoneinmylife,Ithoroughlyenjoyedtheexperience.I'velearntmorethanmathematicsinthesubject,includingthingsthatwouldhelpmeinfurtherstudies.Theexperiencewasachallengingandgoodone,andhavingachievedagoodscoreattheendwasexceptionallygreat.

154407-154401-9406216

MyIBmathsteacherwasnotinspiringatall.AttheuniversityIwasachievingrathergoodgradesinmaths,andIbelieveitwasthankstoourlecturerswhocouldexplainconceptsinclearandengagingway.InIdidn'tseemuchdifferencebetweeninteractionwithmyteacherandthetextbook,butthiswasrathertheproblemofmyschool.

154407-154401-9406678

I'dreallylovetoseepeoplecomeoutofHLmathwithaloveformath.Iwasjustconfused,abouteverything.Everythingjuststartedtoblendtogetherbecausetherewassomuch.

154407-154401-9406886

CharlesWuisateapot 154407-154401-9407779

MyHLMathclasswasverysmall(2-3people)soperhapsthataffectedwhetherwedidgroupworkornot.

154407-154401-9408316

ThebiggestfactorinmyenjoymentofIBMathHLwasmyteacher'slegitiamteconcernforallstudents,strongteachingskills,andtheenjoymenthetookfromspendingclasstimewithusandcomparingproblemsolvingmethods.

154407-154401-9408503

OneissuewiththeMathematicsinIBisthatthereistoobigofadifferencebetweenmathstudiesandmathstandardwhereasmathHLisveryclosetoMathSL.TheMathstudiesstudentsusuallystrugglewitheverydayBASICmath!Itshouldpreparethembetter.

154407-154401-9408619

TheIBHLMathemaricscurriculumwasoneofmyfavoritesduringtheIBProgramme. 154407-154401-9409488

thanksIB.ThebestthingIlearnedinmyIBMathscourseistotoleratefailures. 154407-154401-9409516

Ithinkthisisareallygoodidea,forsurveyingalumni. 154407-154401-9410396

Forme,learningmathematicsduryingthehighschoolwasachoice,andevenwhenIknewIwasgoingtostudysomethingcompletelydifferentfromsciences,Ithoughtthatknowingalittlebitaboutmathematics,fisicandchemistrywasnecesarytounderstandtheworldwherewelive.Itistruethatduringthepreviousyearseofmystudies(andduringthefirstyearofmyIBcours)Ilovedmathematics,butmylasthighschoolyear(thesecondoneofmyIBcourse)wasprettydisappointing,Ithinkbecouseofmymathematicsteacher.Hedidn'tgottogiveusexplanationsenough,andthecompleteclassgotworsecalificationsinthefinaltestthatinothersubjects.

154407-154401-9415173

DoIgetacookienow?No?Dammit!

Ohandaboutthecomment,ehm,IbelieveIBMathsHLshouldreflectsimilarlevelofintensity

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Ohandaboutthecomment,ehm,IbelieveIBMathsHLshouldreflectsimilarlevelofintensityasothermathscourseswhichitscomparedwith(e.g.A-levelMaths).Relatively,Ispentthemostamountofmyhomestudytimeonmaths(~40%),butitstillyieldedjointlowestgradeof5!

Haveagreatday!(Ornight):)

Idon'tknow.Iwanttosaysomuch,butIfeelitisofnousenow.Iwouldhavereallyreallywantedagoodteacher.Bothteachersareheadwerenotpassionateabouttheirsubjectandthus,uninterested.OnehadgraduatedinMathandtheotherinMechanicalEngineering.IalsofeltthesupportsystematschoolwasveryunderdevelopedandIcouldonlyrelyonKhanAcademy.Goodteachersarethekey.

154407-154401-9434689

IBisthebesthighschooldiplomaprogrammeandIfeelextremelyfortunatetohavebeenapartofit.

154407-154401-9437742

HLMathematicswasthebestpreparationformyuniversitycareer.Comparedtoothersinmyfirstyear,Iwasadvancedinmymathematicsknowledgethatcarriedoverforabout3terms!Ifeelmorecomfortableaboutlearningnewmaterial,andIhavedeveloppedexcellentstudyingskills.IamverygladandgratefultohavetakenHLMathematics.

154407-154401-9444618

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