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IB Maths Tutor

IB’s approach to teach and learn mathematics

In organising and relating facts and themes, concepts play a significant role in mathematics, assisting both students and teachers in developing increasingly complex thought processes. Students apply conceptual knowledge to problem-solve, analyse, and evaluate choices that may affect them, their communities, and the larger world.

Conceptual insights are essential for fostering deep learning in DP mathematics courses. The course outlines twelve fundamental ideas that pertain to each of the five areas with varied degrees of emphasis. To comply with local conditions and state or national curricular standards, tutors may find and create new concepts. These ideas are used by tutors to create connections across the curriculum.

The DP's approach to teach and learn refers to intentional tactics, abilities, and dispositions that permeate the classroom. The IB learners' profile, which promotes experimentation, inquisitiveness, and discovery in the classroom, is inextricably related to these methodologies and resources.

Students should routinely learn mathematics in the IB classrooms at IBGA by actively participating in learning activities. Therefore, IB maths tutor in India from IBGA must employ tactics that encourage students' critical thinking and problem-solving skills in order to give them the chance to learn using mathematical inquiry.

Technology and DP Mathematics

Technology utilisation is a crucial component in DP mathematics education. One of the goals of the courses is to help students gain an understanding of how technological and mathematical advancements have influenced one another, and one of the assessment goals is to help students use technology accurately, appropriately, and efficiently to explore new ideas and solve problems. The ability to use various technological tools is a crucial skill in mathematics, and time frame has been allotted for it in every topic of the curriculum and through the "toolkit."
Teachers from IBGA employ technology in a variety of ways to promote and improve students' comprehension, including:

  • To highlight important lessons
  • To clear up misunderstandings
  • To facilitate visualising
  • To improve comprehension of ideas that might otherwise be constrained by laborious numerical computation or algebraic manipulation
  • To assist pupils with speculating and verifying generalisations
  • To formally establish connections between various mathematical representations or methods

Teachers from IBGA must start by giving students a lot of direction before gradually enticing them to become more self - reliant as thinkers and inquirers as they connect the underlying themes of mathematical investigation, mathematical modelling, and the use of technology.

IBGA learner’s approach is to use technology to participate in the educational process in a variety of ways, such as the ones listed below:

  • To improve their own individual conceptual understanding
  • Looking for patterns
  • To validate hypotheses or generalisations
  • As a defence for interpretations
  • Cooperate together on a project
  • Aid in data organisation and analysis.


Each topic starts with SL information that is shared by both the applications and interpretation of mathematics as well as the analysis and techniques of mathematics. Each topic includes SL content first, then AHL.

With SL students, an IB maths tutor makes sure he/she include all SL material, and with HL students, he/she teach all SL and AHL material. The way the subjects are organised allows for a common content introduction to be codified in the SL material before being expanded upon in the AHL content. For instance, in the ordinary content, positive real numbers, the SL content, and the AHL content, all real and complex numbers could be the extension of the number set for something which is defined.

The SL material and AHL content may be taught concurrently by HL teachers, or they may be taught in a spiralling order, with the SL content being taught first and the AHL topics following.

No matter how the course is structured, enough time must be allowed for exam revision. Students must be given time to think back on their education and their development as learners.

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