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Questions and Answers
What is the primary aim of the Cambridge IGCSE Mathematics syllabus?
What is the primary aim of the Cambridge IGCSE Mathematics syllabus?
- To limit the application of mathematical knowledge to academic settings only.
- To ensure all students achieve a grade C or higher.
- To develop a positive attitude towards mathematics and promote further learning. (correct)
- To discourage enjoyment of mathematics.
Which of the following is NOT a listed content area in the Cambridge IGCSE Mathematics syllabus?
Which of the following is NOT a listed content area in the Cambridge IGCSE Mathematics syllabus?
- Geometry
- Algebra and graphs
- Calculus (correct)
- Probability
A student excels in applying mathematical concepts to real-world scenarios and demonstrates logical reasoning. According to the syllabus aims, what else should they develop?
A student excels in applying mathematical concepts to real-world scenarios and demonstrates logical reasoning. According to the syllabus aims, what else should they develop?
- A disregard for the significance of results obtained.
- Fluency to appreciate the connections between different areas of mathematics. (correct)
- An inability to communicate mathematics clearly.
- An aversion to further mathematical study.
The Cambridge IGCSE Mathematics syllabus is tiered. What is the purpose of this?
The Cambridge IGCSE Mathematics syllabus is tiered. What is the purpose of this?
A student is aiming for a grade B in Cambridge IGCSE Mathematics. Which subject content are they most likely to be studying?
A student is aiming for a grade B in Cambridge IGCSE Mathematics. Which subject content are they most likely to be studying?
Which statement best describes the relationship between the Core and Extended content in the Cambridge IGCSE Mathematics syllabus?
Which statement best describes the relationship between the Core and Extended content in the Cambridge IGCSE Mathematics syllabus?
A mathematician is trying to foster further learning. According to the syllabus, which of the following methodologies would be least conducive to achieving this aim?
A mathematician is trying to foster further learning. According to the syllabus, which of the following methodologies would be least conducive to achieving this aim?
Consider a student who consistently struggles with abstract mathematical concepts but excels in applying formulas to solve routine problems. Which modification to the standard teaching approach would LEAST align with the syllabus's stated aims?
Consider a student who consistently struggles with abstract mathematical concepts but excels in applying formulas to solve routine problems. Which modification to the standard teaching approach would LEAST align with the syllabus's stated aims?
For which papers are candidates expected to have a scientific calculator?
For which papers are candidates expected to have a scientific calculator?
A student aiming for a grade 'B' should ideally be entered for which papers?
A student aiming for a grade 'B' should ideally be entered for which papers?
What is the duration of Paper 1?
What is the duration of Paper 1?
Which statement is correct regarding the use of calculators?
Which statement is correct regarding the use of calculators?
A student is consistently making errors that suggest a misunderstanding of more advanced mathematical principles, and their predicted grade is a 'D'. Which papers should they be entered for?
A student is consistently making errors that suggest a misunderstanding of more advanced mathematical principles, and their predicted grade is a 'D'. Which papers should they be entered for?
What is the main purpose of tiering the papers (Core and Extended) in the Cambridge IGCSE Mathematics syllabus?
What is the main purpose of tiering the papers (Core and Extended) in the Cambridge IGCSE Mathematics syllabus?
A school has a group of students with mixed mathematical abilities. Some are grasping advanced concepts quickly, while others struggle with the basics. How should the teacher utilize the syllabus structure most effectively to cater to these diverse learning needs?
A school has a group of students with mixed mathematical abilities. Some are grasping advanced concepts quickly, while others struggle with the basics. How should the teacher utilize the syllabus structure most effectively to cater to these diverse learning needs?
Given that the Core assessment is designed for students expected to achieve grades C to G, and the Extended assessment for grades A* to E, what implicit assumption underlies the decision to prevent students taking the Core papers from accessing grades A and B?
Given that the Core assessment is designed for students expected to achieve grades C to G, and the Extended assessment for grades A* to E, what implicit assumption underlies the decision to prevent students taking the Core papers from accessing grades A and B?
Which of the following numbers is both a square number and a cube number?
Which of the following numbers is both a square number and a cube number?
What is a natural number?
What is a natural number?
Which of the following lists contains only prime numbers?
Which of the following lists contains only prime numbers?
What is the reciprocal of $\frac{5}{8}$?
What is the reciprocal of $\frac{5}{8}$?
A student is asked to list the first five multiples of 8 and the first five multiples of 12. What is the lowest common multiple (LCM) of 8 and 12 based on this information?
A student is asked to list the first five multiples of 8 and the first five multiples of 12. What is the lowest common multiple (LCM) of 8 and 12 based on this information?
Which of the following statements accurately describes the relationship between rational and irrational numbers?
Which of the following statements accurately describes the relationship between rational and irrational numbers?
Determine which of the following is equivalent to expressing 504 as a product of its prime factors.
Determine which of the following is equivalent to expressing 504 as a product of its prime factors.
Consider two distinct positive integers, $a$ and $b$, where $a > b$. The highest common factor (HCF) of $a$ and $b$ is $x$, and the lowest common multiple (LCM) of $a$ and $b$ is $y$. If $a \times b = x \times y$, and $a + b = 49$ with $x = 7$, what are the values of $a$ and $b$?
Consider two distinct positive integers, $a$ and $b$, where $a > b$. The highest common factor (HCF) of $a$ and $b$ is $x$, and the lowest common multiple (LCM) of $a$ and $b$ is $y$. If $a \times b = x \times y$, and $a + b = 49$ with $x = 7$, what are the values of $a$ and $b$?
Flashcards
Natural Numbers
Natural Numbers
Positive whole numbers starting from 1. (1, 2, 3, ...)
Integers
Integers
Whole numbers including positive, negative, and zero. (...-2, -1, 0, 1, 2...)
Prime Numbers
Prime Numbers
A number that can only be divided evenly by 1 and itself.
Square Numbers
Square Numbers
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Cube Numbers
Cube Numbers
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Common Factors
Common Factors
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Common Multiples
Common Multiples
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Rational number
Rational number
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Aims of IGCSE Mathematics
Aims of IGCSE Mathematics
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Feel for number
Feel for number
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Apply Mathematical Knowledge
Apply Mathematical Knowledge
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Problem Solving
Problem Solving
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Communicate Mathematics
Communicate Mathematics
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Logical Reasoning
Logical Reasoning
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Develop Fluency
Develop Fluency
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Foundation for further study
Foundation for further study
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IGCSE Math Assessment
IGCSE Math Assessment
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Core Assessment
Core Assessment
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Extended Assessment
Extended Assessment
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Paper 1 (Core)
Paper 1 (Core)
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Paper 3 (Core)
Paper 3 (Core)
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Calculator Usage
Calculator Usage
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Non-calculator Paper
Non-calculator Paper
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Calculator Paper
Calculator Paper
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Study Notes
- Exams for the Cambridge IGCSE Mathematics 0580 syllabus are available in 2025, 2026, and 2027.
- Exam series are held in June, November, and March (India only).
Why Choose Cambridge International?
- Cambridge IGCSE helps students develop curiosity and a passion for learning
- The Cambridge Pathway offers a clear educational path from ages 5 to 19, helping students discover abilities and gain life skills
- Cambridge IGCSE follows programmes that are academically rigorous and promotes progression to further learning
- Cambridge IGCSE's mission involves educational advancement via international programmes
- Cambridge IGCSE cultivates learners to be confident, responsible, reflective, innovative, and engaged, preparing them for modern success
- Annually, nearly one million Cambridge students across 10,000 schools in 160 countries prepare for their future through the Cambridge Pathway.
Why Choose this Syllabus?
- Cambridge IGCSE is a popular international qualification for 14 to 16 year olds that is tried, tested, and trusted across 70 subjects in over 4500 schools in 140+ countries.
- Cambridge IGCSE balances thorough knowledge with skill development for education or employment
- Cambridge IGCSE Mathematics helps students build competency, confidence, and fluency with mathematical techniques and understanding
- Cambridge IGCSE aims to develop reasoning, problem-solving, and analytical skills in abstract and real contexts
- Cambridge IGCSE Mathematics builds a strong base for advanced study and support skills in other subjects.
- The course is tiered, allowing all candidates to achieve and progress.
- Cambridge IGCSE encourages learners to be:
- Confident in using mathematical language and techniques
- Responsible by owning their learning and applying knowledge collaboratively
- Reflective by connecting mathematics and evaluating methods
- Innovative, applying knowledge to solve problems creatively
- Engaged, curious about the beauty and applications of mathematics.
- Cambridge IGCSE qualifications are internationally recognized for providing an international study pathway.
International Recognition
- Achieving grades A* to C in Cambridge IGCSE Mathematics prepares learners for courses like Cambridge International AS & A Level Mathematics.
- Cambridge IGCSEs are valued by universities and employers globally as proof of academic achievement.
- Cambridge IGCSE meets university entry requirements via combinations of Cambridge International AS & A Levels or equivalents
- Cambridge IGCSE is comparable to the UK GCSE, ensuring qualifications are accepted as equivalent by leading universities worldwide.
Support for Teachers
- Cambridge provides resources, guidance, training, and professional development which are accessible via the School Support Hub.
- The School Support Hub is an online site for Cambridge teachers, which helps keep you up-to-date with your subject matter and the global Cambridge community via online discussion forums.
Support for Cambridge IGCSE
- Planning and preparation resources include schemes of work, specimen papers, syllabuses and teacher guides
- Teaching and assessment resources include endorsed resources, online forums, and support coursework and speaking tests
- Learning and revision resources include example candidate responses, past papers and mark schemes, and specimen paper answers
- Results resources include candidate results service, principal examiner reports for teachers, and results analysis.
- Sign up for email updates on syllabus changes and new resources at www.cambridgeinternational.org/syllabusupdates
- Professional Development is provided through introductory, extension, and enrichment training online or in person and Cambridge Professional Development Qualifications, details at www.cambridgeinternational.org/events and www.cambridgeinternational.org/profdev.
- Comprehensive support and guidance is available to exam officers, see www.cambridgeinternational.org/eoguide
Syllabus Overview: Aims
The syllabus aims to:
- Encourage enjoyment, confidence and promote enquiry and further learning
- Develop a feel for numbers and understand the significance of results
- Apply mathematical skills to their lives and the world
- Use creativity and resilience to solve problems.
- Communicate mathematically
- Develop logical reasoning and inference skills
- Appreciate interdependence and connections between different areas of mathematics
- Acquire a foundation for further study in mathematics and other subjects.
Syllabus Overview: Content
- All candidates study Number, Algebra and graphs, Coordinate geometry, Geometry, Mensuration, Trigonometry, Transformations and vectors, Probability and Statistics.
- The Core content targets grades C-G, while the Extended content includes core content with further enrichment.
- Extended content is intended for learners targeting grades A*-C.
- Content is organized by topic but not presented in a teaching order, allowing flexible and adaptive teaching
- Learners apply listed techniques to solve problems with or without calculators.
Syllabus Overview: Assessment
- Candidates take two components
- Core candidates (expecting grade D or below) take Paper 1 and Paper 3, eligible for grades C to G.
- Extended candidates (expecting grade C or above) take Paper 2 and Paper 4, eligible for grades A* to E.
- Scientific calculators are required for Paper 3 and Paper 4, but not allowed for Paper 1 and Paper 2.
Core Assessment includes:
- Paper 1: Non-calculator (Core), 1 hour 30 minutes, 80 marks, structured and unstructured questions, externally assessed
- Paper 3: Calculator (Core), 1 hour 30 minutes, 80 marks, structured and unstructured questions, a scientific calculator is required, externally assessed
Extended Assessment Includes
- Paper 2: Non-calculator (Extended), 2 hours, 100 marks, structured and unstructured questions, externally assessed
- Paper 4: Calculator (Extended), 2 hours, 100 marks, structured and unstructured questions, a scientific calculator is required, externally assessed
Assessment objectives
- AO1: Knowledge and understanding of mathematical techniques
- Candidates recall and apply mathematical knowledge, carry out procedures, understand notation, perform calculations (with and without calculators), and present information
- AO2: Analyse, interpret and communicate mathematically
- Candidates analyse problems, make connections, recognize patterns, make logical inferences, communicate, and interpret information.
- Weighting (Core): AO1 (60-70%), AO2 (30-40%)
- Weighting (Extended): AO1 (40-50%), AO2 (50-60%)
Core Subject Content
- Syllabus provides flexibility in designing a course appropriate to learners, with responsibility for selecting resources and examples
- Learners should be able to fully develop skills both with and without calculators.
- Formulas are provided in the examination papers.
- Candidates study either core or extended subject content.
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Description
Questions about the aims, content and assessment objectives of the Cambridge IGCSE Mathematics syllabus. Test your knowledge of the curriculum structure.
