## Welcome to Mr. Thauvette's DP Mathematics Standard Level Website

As an IB DP mathematics teacher I strive to deliver an engaging mathematics course that caters for students who already posses knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. Standard level mathematics students are expected to have a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.

## Why Math?

Mathematics is the foundation and lifeblood of nearly all human endeavors. The German philosopher John Frederick Herbart (1776 - 1841) summarizes this idea:

Source: The Nature of Mathematics. K. Smith (Cengage, 2012)

Karl Gauss, one of the greatest mathematicians of all time, called mathematics the “Queen of the Sciences,” but mathematics goes beyond the sciences. Bertrand Russell claimed, “Mathematics, rightly viewed, possesses not only truth, but supreme beauty. . . . ” And finally, Maxine Bôcher concludes, “I like to look at mathematics almost more as an art than as a science. . . . ” Mathematics seems to be part of the structure of our minds, more akin to memory than to a learnable discipline. Enjoyment and use of mathematics are not dependent on “book learning,” and even a casual perusal of the topics in this book will clearly illustrate that mathematics is many things to many people.

Like music, mathematics resists definition. Bertrand Russell had this to say about mathematics: “Mathematics may be defined as the subject in which we never know what we are talking about, nor whether what we are saying is true.” Einstein, with his customary mildness, tells us, “So far as the theorems of mathematics are about reality, they are not certain; so far as they are certain, they are not about reality.” Aristotle, who was as sure of everything as anyone can be of anything, thought mathematics to be the study of quantity, whereas Russell, in a less playful mood, thinks of it as the “class of all propositions of the type ‘p implies q,’ which seems to have little to do with quantity.” Willard Gibbs thought of mathematics as a language; Hilbert thought of it as a game. Hardy stressed its uselessness, Hogben its practicality. Mill thought it an empirical science, whereas to Sullivan it was an art, and to J. J. Sylvester, it was “the music of reason.”

Like music, mathematics resists definition. Bertrand Russell had this to say about mathematics: “Mathematics may be defined as the subject in which we never know what we are talking about, nor whether what we are saying is true.” Einstein, with his customary mildness, tells us, “So far as the theorems of mathematics are about reality, they are not certain; so far as they are certain, they are not about reality.” Aristotle, who was as sure of everything as anyone can be of anything, thought mathematics to be the study of quantity, whereas Russell, in a less playful mood, thinks of it as the “class of all propositions of the type ‘p implies q,’ which seems to have little to do with quantity.” Willard Gibbs thought of mathematics as a language; Hilbert thought of it as a game. Hardy stressed its uselessness, Hogben its practicality. Mill thought it an empirical science, whereas to Sullivan it was an art, and to J. J. Sylvester, it was “the music of reason.”

## Interested in Math? Check the document below for what occupations require an academic background in mathematics.

Source: http://www.deewr.gov.au/Schooling/CareersandTransitions/CareerDevelopment/Resources/Documents/Posters/A4_COLOUR/Maths.pdf

## Mathematical Exploration

The exploration is internally assessed by the teacher and externally moderated by the IB using assessment criteria that relate to the objectives for mathematics SL.

Each exploration is assessed against the following criteria. The final mark for each exploration is the sum of the scores for each criterion. The maximum possible final mark is 20.

Each exploration is assessed against the following criteria. The final mark for each exploration is the sum of the scores for each criterion. The maximum possible final mark is 20.

**STUDENTS WILL NOT RECEIVE A GRADE FOR MATHEMATICS SL IF THEY HAVE NOT SUBMITTED AN EXPLORATION.**## SL Mathematics Exploration Overview Video

## Exploration Guidelines

sl_exploration_guidelines.pdf | |

File Size: | 1721 kb |

File Type: |

Students are required to use MLA formatting for their SL Mathematics Exploration. Please click on the image below to access a website devoted to explaining, with examples, how to write using MLA formatting.

## Skydiver Felix Baumgartner set to break sound barrier - BBC 9 October 2012

The mathematics of motion is one example of what students could investigate about for their exploration. The document below shows specific examples of how mathematics we can use the laboratory methods of modern physicists to collect and analyze data about freely falling bodies and then examine the questions asked by Galileo about bodies in motion.

exploration_-_mathematics_of_motion.pdf | |

File Size: | 1865 kb |

File Type: |

## May 2014 Exams DP Maths SL Course Outline

sl_2014_course_outline.pdf | |

File Size: | 201 kb |

File Type: |

## GDC Resources

using_the_ti-84.pdf | |

File Size: | 10115 kb |

File Type: |

**http://education.ti.com/educationportal/sites/US/nonProductMulti/pd_onlinealgebra_free.html?bid=**

__Online TI-84 Course Website:__2

## How to Think Like a Maths Genius - Arthur Benjamin

Who said that Mathematics wasn't fun or entertaining? If you would like to discover the tricks to thinking like a maths genius, then Mr. T. has Arthur Benjamin's book--or you could always watch the TED.com video below. Enjoy.

Arthur Benjamin makes numbers dance. In his day job, he's a professor of math at Harvey Mudd College; in his other day job, he's a "Mathemagician," taking the stage in his tuxedo to perform high-speed mental calculations, memorizations and other astounding math stunts. It's part of his drive to teach math and mental agility in interesting ways, following in the footsteps of such heroes as Martin Gardner.

Benjamin is the co-author, with Michael Shermer, of

For more information about Arthur Benjamin, you can visit his website: http://www.math.hmc.edu/~benjamin/

Arthur Benjamin makes numbers dance. In his day job, he's a professor of math at Harvey Mudd College; in his other day job, he's a "Mathemagician," taking the stage in his tuxedo to perform high-speed mental calculations, memorizations and other astounding math stunts. It's part of his drive to teach math and mental agility in interesting ways, following in the footsteps of such heroes as Martin Gardner.

Benjamin is the co-author, with Michael Shermer, of

*Secrets of Mental Math*(which shares his secrets for rapid mental calculation), as well as the co-author of the MAA award-winning*Proofs That Really Count: The Art of Combinatorial Proof*. For a glimpse of his broad approach to math, see the list of research talks on his website, which seesaws between high-level math (such as his "Vandermonde's Determinant and Fibonacci SAWs," presented at MIT in 2004) and engaging math talks for the rest of us ("An Amazing Mathematical Card Trick").For more information about Arthur Benjamin, you can visit his website: http://www.math.hmc.edu/~benjamin/