AS specifications in further mathematics must require students to demonstrate the overarching knowledge and skills contained in sections OT1 , OT2 and OT3 . These must be applied, along with associated mathematical thinking and understanding, across the whole of the detailed content set out in sections A to D G .
Appendix A sets out the mathematical notation that students are required to understand for this qualification. Appendix B sets out the mathematical formulae and identities students are required to use in this qualification. Further information is provided in the appendices.
3.1.1 OT1: Mathematical argument, language and proof
| | Content |
|---|
OT1.1 | Construct and present mathematical arguments through appropriate use of diagrams; sketching graphs; logical deduction; precise statements involving correct use of symbols and connecting language, including: constant, coefficient, expression, equation, function, identity, index, term, variable. |
| OT1.2 | Understand and use mathematical language and syntax as set out in the content. |
| OT1.3 | Understand and use language and symbols associated with set theory, as set out in the content. |
OT1.5 | Comprehend and critique mathematical arguments, proofs and justifications of methods and formulae, including those relating to applications of mathematics. |
3.1.2 OT2: Mathematical problem solving
| | Content |
|---|
OT2.1 | Recognise the underlying mathematical structure in a situation and simplify and abstract appropriately to enable problems to be solved. |
OT2.2 | Construct extended arguments to solve problems presented in an unstructured form, including problems in context. |
OT2.3 | Interpret and communicate solutions in the context of the original problem. |
OT2.6 | Understand the concept of a mathematical problem solving cycle, including specifying the problem, collecting information, processing and representing information and interpreting results, which may identify the need to repeat the cycle. |
OT2.7 | Understand, interpret and extract information from diagrams and construct mathematical diagrams to solve problems, including in mechanics. |
3.1.3 OT3: Mathematical modelling
| | Knowledge/skill |
|---|
OT3.1 | Translate a situation in context into a mathematical model, making simplifying assumptions. |
OT3.2 | Use a mathematical model with suitable inputs to engage with and explore situations (for a given model or a model constructed or selected by the student). |
OT3.3 | Interpret the outputs of a mathematical model in the context of the original situation (for a given model or a model constructed or selected by the student). |
OT3.4 | Understand that a mathematical model can be refined by considering its outputs and simplifying assumptions; evaluate whether the model is appropriate. |
OT3.5 | Understand and use modelling assumptions. |
