The Mathematics course is available as a core or extended course. Students aiming for a grade A-C must take the extended curriculum. Students can choose to complete the course with or without coursework.

Weighting of Assessment Objectives

Relationship Between Main Topic Areas & Assessment

Coursework Guidance

The Coursework component provides candidates with an additional opportunity to show their ability in Mathematics. This opportunity relates to all abilities covered by the Assessment Objective, but especially to the last five, where an extended piece of work can demonstrate ability more fully than an answer to a written question.

Coursework should aid development of the ability

• to solve problems,
• to use mathematics in a practical way,
• to work independently,
• to apply mathematics across the curriculum,

and if suitable assignments are selected, it should enhance interest in, and enjoyment of, the subject.

Coursework assignments should form an integral part of both IGCSE Mathematics courses: whether some of this Coursework should be submitted for assessment (syllabus 0581), or not (syllabus 0580), is a matter for the teacher and the candidate to decide. A candidate’s Coursework grade cannot lower his or her overall result.

Candidates should submit one Coursework assignment. Coursework can be undertaken in class, or in the candidate’s own time. If the latter, the teacher must be convinced that the piece is the candidate’s own unaided work, and must sign a statement to that effect.

A good Coursework assignment is normally between 8 and 15 sides of A4 paper in length. These figures are only for guidance; some projects may need to be longer in order to present all the findings properly, and some investigations might be shorter although all steps should be shown. The time spent on a Coursework assignment will vary, according to the candidate. As a rough guide, between 10 and 20 hours is reasonable.

Topics for coursework

The topics for the Coursework assignments may be selected by the teacher, or (with guidance) by the candidates themselves. Since individual input is essential for high marks, candidates should work on different topics. However, it is possible for the whole class to work on the same topic, provided that account is taken of this in the final assessment.

Teachers should ensure that each topic corresponds to the ability of the candidate concerned. Topics should not restrict the candidate and should enable them to show evidence of attainment at the highest level of which they are capable. However, topics should not be chosen which are clearly beyond the candidate’s ability.

The degree of open-endedness of each topic is at the discretion of the teacher. However, each topic selected should be capable of extension, or development beyond any routine solution, so as to give full rein to the more imaginative candidate. The principal consideration in selecting a topic should be the potential for mathematical activity. With that proviso, originality of topics should be encouraged.

Some candidates may wish to use a computer at various stages of their Coursework assignment. This should be encouraged, but they must realise that work will be assessed on personal input, and not what the computer does for them. Software sources should be acknowledged.

Good mathematical assignments can be carried out in many different areas. It is an advantage if a suitable area can be found which matches the candidate’s own interests.

Some suggestions for Coursework assignments are:

A mathematical investigation

There are many good investigations available from various sources: books, the Internet, etc. The objective is to obtain a mathematical generalisation for a given situation. At the highest level, candidates should consider a complex problem which involves the co-ordination of three features or variables.

An application of mathematics

• Packaging – how can four tennis balls be packaged so that the least area of card is used?
• Designing a swimming pool
• Statistical analysis of a survey conducted by the candidate
• Simulation games
• Surveying – taking measurements and producing a scale drawing or model

At the highest level, candidates should consider a complex problem which involves mathematics at grade A. (See the section on grade descriptions.) Teachers should discuss assignments with the candidates to ensure that they have understood what is required and know how to start. Thereafter, teachers should only give hints if the candidate is completely stuck. Computer software packages may be used to enhance presentation, perform repetitive calculations or draw graphs.