Quick Read: The “IB Mathematics SL” described on this page in 2015 is a retired course. Since first teaching in 2019, IB Diploma Mathematics has been organised into four choices: Mathematics: Analysis and Approaches (AA) SL/HL and Mathematics: Applications and Interpretation (AI) SL/HL. AA places greater emphasis on mathematical reasoning, algebraic fluency and analysis; AI places greater emphasis on modelling, statistics, interpretation, context and technology. The old syllabus is preserved below as historical curriculum evidence, not as a current IB checklist.

One-sentence answer: the old Mathematics SL did not simply get renamed—IB reorganised Diploma Mathematics around two different mathematical orientations, each available at Standard and Higher Level.

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Why this 2015 page needed rebuilding

The original eduKate article listed the Mathematics SL syllabus used in the IB Diploma at that time: algebra and functions, geometry and trigonometry, calculus, statistics and probability.

That material is still valuable historically, but calling it the current “IB Maths SL syllabus” would now mislead students. IB replaced the older mathematics course structure with AA and AI, first taught from August 2019 and first assessed in May 2021.

As of August 2026, IB’s official Mathematics page lists four current courses:

• Mathematics: Analysis and Approaches SL
• Mathematics: Analysis and Approaches HL
• Mathematics: Applications and Interpretation SL
• Mathematics: Applications and Interpretation HL

IB Diploma students study only one of these Mathematics courses.

The big structural change: from one SL route to two mathematical orientations

The old Mathematics SL mixed symbolic technique, functions, trigonometry, calculus, vectors, statistics and probability inside one Standard Level course.

The modern structure asks a more explicit question: what kind of mathematics does the student need to become stronger at?

Mathematics: Analysis and Approaches

IB describes AA as emphasising mathematical reasoning, rigorous analysis, abstract thinking, strong algebraic skills, procedural fluency and conceptual understanding. Functions and calculus are important parts of the course, and students solve problems both with and without technology.

Mathematics: Applications and Interpretation

IB describes AI as emphasising mathematical modelling, statistical thinking, practical applications, interpretation of real-world contexts and effective use of technology. It still includes functions and calculus, but the mathematical purpose is more explicitly connected to modelling and data-rich situations.

AA is not “real maths” and AI is not “easy maths”

That common shorthand is unhelpful. The two courses develop overlapping mathematics through different emphases.

• AA: stronger emphasis on symbolic manipulation, proof-like reasoning, algebraic structure and analytical technique.
• AI: stronger emphasis on modelling, statistics, technology, interpretation and solving contextual problems.

Both require mathematical thinking. HL extends depth, breadth and demand beyond SL.

Technology is part of modern IB Mathematics

IB states that all current DP Mathematics courses require students to appreciate the use of technology and become proficient with graphic display calculators.

The educational question is not whether technology should replace mathematical understanding. It is whether students can choose an appropriate tool, use it correctly, interpret the output and recognise when an answer is unreasonable.

The 2015 Mathematics SL topic map — preserved historically

The following section preserves the topic structure recorded on this page in April 2015. It should be read as a historical curriculum snapshot.

Algebra, Functions and Equations

Quadratic functions: quadratic form, completing the square, factorised form, quadratic formula, discriminant, graph intersections and simultaneous quadratic equations.

Exponents and logarithms: laws of exponents, exponential functions, the number e, logarithms, logarithmic laws and graphs, solving exponential equations.

Algebraic manipulation: solving by factorising and substitution, graph features, use of the graphical display calculator, identities.

Functions: function notation, domain and range, composite functions, inverse functions, rational functions.

Graph transformations: translations, stretches, reflections and consecutive transformations.

Sequences and series: sequences, series and sigma notation, arithmetic and geometric series, infinite geometric series and mixed applications.

Binomial expansion: binomial coefficients and application of the binomial theorem.

Geometry, Trigonometry and Vectors

Circular measure and trigonometry: angle measure, sine, cosine and tangent functions and graphs, exact values, graph transformations and modelling using trigonometric functions.

Trigonometric equations and identities: equations, identities, double-angle identities and use of identities in solving equations.

Triangles and circles: right-angled triangles, sine rule, cosine rule, triangle area, three-dimensional trigonometry, arc length, sector area and circle geometry.

Vectors: position and displacement, vector algebra, distances, angles, scalar product, vector equation of a line and line problems.

Calculus

Differentiation: sketching derivatives, first principles, differentiation rules, first and second derivative interpretation, trigonometric/exponential/logarithmic derivatives, tangents and normals, stationary points, inflexion and optimisation.

Integration: indefinite integration, constant of integration, standard forms, finding equations of curves, definite integrals, geometrical meaning and area between curves.

Further differentiation: chain, product and quotient rules and constrained optimisation.

Further integration: reversing standard derivatives, substitution, kinematics and volumes of revolution.

Statistics and Probability

Summarising data: measures of centre and spread, frequency tables, grouped data, cumulative frequency, histograms, transformations of data and correlation.

Probability: empirical and theoretical probability, combined events, Venn diagrams, tree diagrams, independence, conditional probability and selection with or without replacement.

Probability distributions: random variables, expected value, binomial distribution, normal distribution and inverse normal calculations.

What happened to these old topics?

Much of the mathematics did not disappear. Algebra, functions, geometry, trigonometry, statistics, probability and calculus remain important across modern IB Mathematics.

What changed was the organisation, emphasis and depth. Some material is more central to AA; some is more central to AI; and HL extends the level of mathematical demand.

A practical legacy-to-current crosswalk

• Algebraic manipulation, functions and calculus: especially important to AA, while still present where needed in AI.
• Statistics, probability and modelling: especially prominent in AI, while still part of AA.
• Graphical technology: important across the modern courses.
• Interpretation and communication: important in both courses, but particularly visible in modelling and data contexts.
• Reasoning and mathematical structure: central to AA and still necessary across all DP Mathematics.

This is a conceptual crosswalk, not a substitute for the official current subject guide.

SL versus HL

Standard Level and Higher Level are not simply the same course with different examination difficulty. HL contains additional content and requires greater depth, sophistication and sustained mathematical reasoning.

Students should choose level based on:

• mathematical readiness;
• future university prerequisites;
• intended subject or career pathway;
• overall IB workload;
• genuine interest in the style of mathematics.

Course choice should begin with the destination

Different universities and degree programmes can have different expectations for IB Mathematics. Engineering, Mathematics, Computer Science, Economics, Medicine, Psychology and the social sciences may not treat AA/AI and SL/HL identically.

Students should therefore check the current admissions requirements of specific universities and courses before choosing Mathematics solely on the basis of which option seems easier or more familiar.

The mathematical exploration remains important

Modern IB Mathematics continues to include an internally assessed mathematical exploration. The purpose is not simply to display advanced equations. A good exploration asks a meaningful question, chooses appropriate mathematics, communicates reasoning and evaluates results.

IB’s announced future assessment framework for the revised courses continues the exploration while aligning criteria more explicitly with mathematical inquiry: problem specification, abstraction, computation and interpretation.

IB Mathematics is changing again—but by refinement

IB has already published information about the next revision of DP Mathematics for first assessment in 2029. For Analysis and Approaches, IB states that the revised course will be launched in February 2027, first taught from August 2027 and first assessed in May 2029.

The announced direction is refinement rather than a wholesale replacement of AA and AI. IB says the revisions reduce selected content and place greater explicit emphasis on a common mathematical inquiry process.

The emerging mathematical inquiry process

IB’s 2026 update materials describe a shared inquiry process in which students:

1. specify and frame a mathematical problem;
2. choose appropriate methods, tools or data and abstract the situation into mathematical form;
3. carry out computations by hand or with technology;
4. evaluate accuracy and relevance;
5. interpret the result in the original context.

This is a useful description of mathematics beyond examination technique: formulate, represent, compute, check and interpret.

AA and AI share more than their names suggest

Both courses require students to reason, communicate mathematics, link concepts, solve problems and use technology appropriately. The distinction lies in emphasis, not in one course containing thinking while the other contains applications.

What old Mathematics SL students will recognise

A student from the 2015 era would still recognise much of the mathematical landscape: functions, graphs, trigonometry, calculus, statistics and probability. What would feel different is the more explicit choice between analytical and applications-oriented mathematical identities.

This is why preserving the old syllabus is useful. Curriculum history shows not only what content changes, but what an education system chooses to emphasise.

Common misconceptions

• “Maths SL still exists as the old course.” No. The old course is retired.
• “AA is pure mathematics and AI is just statistics.” Both contain multiple mathematical domains; the distinction is one of emphasis.
• “AI means no calculus.” AI includes functions and calculus.
• “SL is enough for every university course.” Admission requirements vary; check the actual programme.
• “Technology means algebra no longer matters.” Students still need enough mathematical understanding to formulate, select, interpret and check.
• “The 2029 revision means AA and AI are disappearing.” IB’s published material describes updated versions of the existing course families.

For students choosing now

1. Identify likely university pathways.
2. Check official current prerequisites.
3. Compare AA and AI learning emphasis.
4. Assess whether SL or HL demand fits your mathematical readiness.
5. Do not choose only by reputation or perceived difficulty.
6. Use the current IB subject guide for your examination cohort.

Official IB sources

• International Baccalaureate — Mathematics in the Diploma Programme
• IB Mathematics: Analysis and Approaches updates
• IB Mathematics: Applications and Interpretation updates

Historical note: first published 27 April 2015 as an IB Mathematics SL syllabus page. The full legacy topic map is preserved as historical curriculum evidence, while the article now clearly distinguishes the retired course from current AA/AI SL/HL and the next IB revision scheduled for first assessment in 2029.