2025 2027 Syllabus
2025 2027 Syllabus
2025 2027 Syllabus
Cambridge O Level
Additional Mathematics 4037
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the June and November series.
Version 1
Please check the syllabus page at www.cambridgeinternational.org/4037
to see if this syllabus is available in your administrative zone.
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?
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lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
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School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes
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Key benefits
Cambridge O Level is typically for 14 to 16 year olds and is an
internationally recognised qualification. It has been designed
especially for an international market and is sensitive to the
needs of different countries. Cambridge O Level is designed
for learners whose first language may not be English, and this
is acknowledged throughout the examination process.
Cambridge
Our programmes balance a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Cambridge O Level Additional Mathematics encourages learners to further develop their mathematical ability in
problem solving, to provide strong progression for advanced study of mathematics or highly numerate subjects.
It is designed to stretch the more able candidates and provides a smooth transition to Cambridge International
AS & A Level Mathematics.
confident, in using mathematical language and more complex concepts to ask questions, explore ideas and
communicate
responsible, by taking ownership of their learning to prepare for independent mathematical learning,
and applying their mathematical knowledge and skills so that they can reason, problem solve and work
collaboratively
reflective, by making connections within mathematics and across other subjects, and in evaluating methods
and presenting logical arguments to justify solutions
innovative, by applying their knowledge and understanding to solve unfamiliar problems creatively, flexibly and
efficiently, selecting from a range of mathematical techniques
engaged, by the beauty, patterns and structure of mathematics, they are curious to learn about the relevance
of its many applications in society and the economy.
School feedback: ‘Cambridge O Level has helped me develop thinking and analytical skills
which will go a long way in helping me with advanced studies.’
Feedback from: Kamal Khan Virk, former student at Beaconhouse Garden Town Secondary School, Pakistan, who
went on to study Actuarial Science at the London School of Economics
Cambridge O Levels are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International AS & A
Levels and Cambridge O Levels or equivalent to meet their entry requirements.
Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development
so that you can give your students the best possible preparation for Cambridge O Level. To find out which
resources are available for each syllabus go to our School Support Hub.
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Professional development
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Find out more at www.cambridgeinternational.org/events
2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
Content overview
All candidates study the following topics:
1 Functions
2 Quadratic functions
3 Factors of polynomials
4 Equations, inequalities and graphs
5 Simultaneous equations
6 Logarithmic and exponential functions
7 Straight-line graphs
8 Coordinate geometry of the circle
9 Circular measure
10 Trigonometry
11 Permutations and combinations
12 Series
13 Vectors in two dimensions
14 Calculus
The subject content is organised by topic and is not presented in a teaching order. This content structure
allows flexibility for teachers to plan delivery in a way that is appropriate for their learners. Learners are
expected to use techniques listed in the content and apply them to solve problems with or without a calculator,
as appropriate.
This O Level syllabus shares content with other mathematics syllabuses. For further support see
the School Support Hub for IGCSE Additional Mathematics. Textbooks endorsed to support IGCSE
Additional Mathematics are suitable for use with this syllabus.
Assessment overview
All candidates take two components. Candidates will be eligible for grades A* to E.
Candidates should have a scientific calculator for Paper 2. Please see the Cambridge Handbook at
www.cambridgeinternational.org/eoguide for guidance on use of calculators in the examinations.
Calculators are not allowed for Paper 1.
Assessment objectives
The assessment objectives (AOs) are:
Total 100
Paper 1 Paper 2
3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.
Knowledge of the content of Cambridge O Level Mathematics (or an equivalent syllabus) is assumed.
Cambridge O Level material which is not included in the subject content, such as surds and indices, will not be
tested directly but it may be required in response to questions on other topics.
Proofs of results will not be required unless specifically mentioned in the syllabus.
Candidates will be expected to be familiar with the scientific notation for the expression of compound units,
e.g. 5 m s–1 for 5 metres per second.
A List of formulas is provided on page 2 of the examination papers for candidates to refer to during the
examinations. Please note that not all required formulas are given; the ‘Notes and examples’ column of the
subject content will indicate where a formula is given in the examination papers and when a formula is not
given i.e. knowledge of a formula is required.
Formulas for:
• curved surface area of a cone
• surface area of a sphere
• volume of a pyramid or a cone
• volume of a sphere
• sine rule
• cosine rule
• area of a non-right-angled triangle (no diagram is given in the List of formulas)
are also given in the List of formulas to assist candidates in the examinations.
Syllabus content
1 Functions
1.2 Find the domain and range of functions. Includes inverse functions and composite functions.
The domain of f may need to be restricted for
f –1 and/or gf to exist.
Domain gf ⊆ Domain f
Range gf ⊆ Range g
1 Functions (continued)
1.4 Understand the relationship between If f(x) is trigonometric it will be one of the following:
y = f(x) and y = |f(x)|, where f(x) may be linear,
• y = a sin bx + c
quadratic, cubic or trigonometric.
• y = a cos bx + c
• y = a tan bx + c
where a is a positive integer, b is a simple fraction
or integer, and c is an integer. Fractions will have a
denominator of 2, 3, 4, 6 or 8 only.
1.6 Find the inverse of a one–one function. Correct notation must be used. For example:
• f(x) = e2x
1
• f –1(x) = ln x
2
1.7 Form and use composite functions. Understand that order of functions is important, i.e.
fg may not be the same as gf .
1.8 Use sketch graphs to show the relationship Understand that each function is the reflection of the
between a function and its inverse. other in the line y = x.
2 Quadratic functions
2.2 Use the maximum or minimum value of f(x) to Candidates should use correct notation to write a
sketch the graph of y = f(x) or determine the domain or range.
range for a given domain.
2.3 Know the conditions for f(x) = 0 to have: Understand how the discriminant relates to the roots
(i) two real roots of the equation.
(ii) two equal roots
(iii) no real roots
and the related conditions for a given line to:
(i) intersect a given curve
(ii) be a tangent to a given curve
(iii) not intersect a given curve.
Back to contents page www.cambridgeinternational.org/olevel 12
Cambridge O Level Additional Mathematics 4037 syllabus for 2025, 2026 and 2027. Subject content
2.4 Solve quadratic equations for real roots. Formula is given in the List of formulas.
Students are expected to be able to use
factorisation, the quadratic formula and completing
the square.
On the calculator paper, correct answers are
acceptable without working.
2.5 Find the solution set for quadratic inequalities Solutions should be written in the correct form. For
either graphically or algebraically. example:
• –3 < x < 4
• x < 1 or x > 6
3 Factors of polynomials
3.2 Find factors of polynomials. For a cubic polynomial, students are first expected
to obtain a product of a linear factor and a quadratic
factor, for example by observation or by algebraic
long division.
4.1 Solve equations of the type For graphical solutions, an accurate graph is
• |ax + b| = c (c ⩾ 0) expected.
• |ax + b| = cx + d For algebraic methods, any valid method is
acceptable.
• |ax + b| = |cx + d|
• |ax2 + bx + c| = d
using algebraic or graphical methods.
4.2 Solve graphically or algebraically inequalities For graphical solutions, an accurate graph is
of the type expected.
• k|ax + b| > c (c ⩾ 0) For algebraic methods, any valid method is
• k|ax + b| ⩽ c (c > 0) acceptable.
• k|ax + b| ⩽ |cx + d|
where k > 0
• |ax + b| ⩽ cx + d
• |ax2 + bx + c| > d
• |ax2 + bx + c| ⩽ d
4.4 Sketch the graphs of cubic polynomials and The points of intersection of the graph with the
their moduli, when given as a product of three coordinate axes should be clearly labelled.
linear factors.
5 Simultaneous equations
6.1 Know and use simple properties and graphs Logarithms may be given to any base.
of the logarithmic and exponential functions, Understand that f(x) = ex and g(x) = 1n x are each
including ln x and ex. the inverse of the other.
Understand the asymptotic nature of the graphs
of logarithmic and exponential functions. State the
equations of any asymptotes.
Graphs are limited to y = kenx + a and
y = k ln(ax + b) where n, k, a and b are integers.
Series expansions are not required.
7 Straight-line graphs
8.1 Know and use the equation of a circle with Identify the centre and radius of a circle using a circle
radius r and centre (a, b). equation in any form.
For example:
• (x – a)2 + (y – b)2 = r2
• x2 + y2 + 2gx + 2fy + c = 0
Formula is given in the List of formulas.
8.2 Solve problems involving the intersection of a Includes finding points of intersection.
circle and a straight line. Includes determining whether a straight line:
• is a tangent
• is a chord
• does not intersect the circle.
8.3 Solve problems involving tangents to a circle. Includes finding equations of tangents.
No use of calculus is expected.
8.4 Solve problems involving the intersection of Includes finding points of intersection, finding the
two circles. equation of a common chord or determining whether
two circles:
• intersect
• touch
• do not intersect.
9 Circular measure
9.1 Solve problems involving the arc length and Use of radian measure is expected in the solution of
sector area of a circle, including knowledge problems which may involve compound shapes.
and use of radian measure. Formulas are not given.
10 Trigonometry
10.1 Know and use the six trigonometric functions sine, cosine, tangent, secant, cosecant, cotangent
of angles of any magnitude.
10.2 Understand and use the amplitude and For example: y = sin x and y = 3sin 2x
period of a trigonometric function, including The period may be in either degrees or radians.
the relationship between graphs of related
trigonometric functions.
10.3 Draw and use the graphs of Graphs will be drawn over a given domain which
y = a sin bx + c may be in either degrees or radians.
y = a cos bx + c For a graph of y = a tan bx + c, the x-coordinate of
any asymptote should be clearly labelled.
y = a tan bx + c
Fractions will have a denominator of 2, 3, 4, 6 or 8
where a is a positive integer, b is a simple
only.
fraction or integer, and c is an integer.
10.4 Use the relationships: Trigonometric identities are given in the List of
2 2 formulas.
• sin A + cos A = 1
• sec2 A = 1 + tan2 A
• cosec2 A = 1 + cot2 A
10 Trigonometry (continued)
10.5 Solve, for a given domain, trigonometric Includes the use of the relationships in 10.4.
equations involving the six trigonometric For example:
functions.
• 4 cot θ = tan θ
• 2 sec2 θ + tan θ – 3 = 0
i i
• 5 sin + 2 cos =0
3 3
10.6 Prove trigonometric relationships involving the Includes the use of the relationships in 10.4.
six trigonometric functions. For example:
• sin x tan x + cos x = sec x
sin i 1 + cos i
• + = 2 cosec θ
1 + cos i sin i
11.3 Solve problems on arrangement and selection Problems will be either in an everyday context or
using permutations or combinations. based on an algebraic problem.
Problems involving:
• repetition of objects
• objects arranged in a circle
• both permutations and combinations,
are not included.
12 Series
12.1 Use the binomial theorem for expansion of Includes simplification of coefficients.
(a + b)n for positive integer n. Formula is given in the List of formulas.
12.4 Use the formulas for the nth term and for the Problems may be in context.
sum of the first n terms to solve problems Formulas are given in the List of formulas.
involving arithmetic or geometric progressions.
12.5 Use the condition for the convergence of a Includes explaining why a particular geometric
geometric progression, and the formula for progression has or does not have a sum to infinity.
the sum to infinity of a convergent geometric Formula is given in the List of formulas.
progression.
13.1 Understand and use vector notation. Vectors will be given in any form including:
JaN
KK OO , AB , p, ai – bj
LbP
Candidates are expected to use correct vector
notation.
13.2 Know and use position vectors and unit For example:
vectors. a
The unit vector in the same direction as a is .
a
13.4 Compose and resolve velocities. Determine a resultant vector by adding two or more
vectors together.
Includes the use of a velocity vector to determine
position and solve problems in context such as
particles colliding.
14 Calculus
No formulas will be given in the List of formulas for the Calculus section.
14.1 Understand the idea of a derived function. Only an informal understanding of the idea of a limit
is expected, and the technique of differentiation from
first principles is not required.
14.3 Know and use the derivatives of the standard Includes constant multiples, sums and composite
functions xn (for any rational n), sin x, cos x, functions (use of chain rule).
tan x, ex, ln x.
For example, differentiate `3x 2 + 4j .
1
3
14.6 Use differentiation to find stationary points. Points of inflexion are not included.
14.9 Use the first and second derivative tests to Points of inflexion are not included.
discriminate between maxima and minima. Full justification of conclusions is expected.
An explanation of how to distinguish between a
maximum point and a minimum point may be
required.
Unless specified otherwise, any valid method is
allowed.
14.10 Understand integration as the reverse process Solutions for indefinite integrals should include an
of differentiation. arbitrary constant.
14.11 Integrate sums of terms in powers of x, Solutions for indefinite integrals should include an
1 1 arbitrary constant.
including and .
x ax + b
14 Calculus (continued)
14.12 Integrate functions of the form: Includes the case where n = –1.
n
• (ax + b) for any rational n For trigonometric functions angles will always be in
• sin (ax + b) radians.
• cos (ax + b) Solutions for indefinite integrals should include an
arbitrary constant.
• sec2 (ax + b)
• eax+b
Grades A* to E will be available for candidates who achieve the required standards. Candidates who do not
achieve the minimum mark for grade E will be unclassified.
Paper 1
Written paper, 2 hours, 80 marks
Use of a calculator is not allowed.
Candidates answer all questions.
Structured and unstructured questions.
This paper consists of questions based on any part of the content.
This is a compulsory component for all candidates.
This written paper is an externally set assessment, marked by Cambridge.
Paper 2
Written paper, 2 hours, 80 marks
A scientific calculator is required.
Candidates answer all questions.
Structured and unstructured questions.
This paper consists of questions based on any part of the content.
This is a compulsory component for all candidates.
This written paper is an externally set assessment, marked by Cambridge.
List of formulas
Equation of a circle with centre (a, b) and radius r. (x – a)2 + (y – b)2 = r2
Arithmetic series un = a + ^n − 1h d
Sn = 2 n ^a + lh = 2 n #2a + ^n − 1h d -
1 1
−1
Geometric series un = ar n
a ^1 − r nh
Sn = ^r ! 1h
1− r
S3 = − ^ r 1 1h
a
1 r
a b c
Formulas for ∆ABC = =
sin A sin B sin C
a2 = b2 + c2 – 2bc cos A
1
∆= ab sin C
2
Mathematical conventions
Mathematics is a universal language where there are some similarities and differences around the world.
The guidance below outlines the conventions that are used in Cambridge examinations, and we encourage
candidates to follow these conventions.
Communicating mathematically
• If candidates are asked to show their working, or show that a given result is true, they cannot gain full
marks without clearly communicating and fully justifying their method.
1
• A numerical answer should not be given as a combination of fractions and decimals, e.g. is not
0.2
acceptable.
• When asked to ‘simplify’, the candidate must simplify fully.
• When asked to ‘factorise’, the candidate must factorise fully.
Accuracy
• Answers are expected to be given in their simplest form unless the question states otherwise.
• Where a question asks for ‘exact values’ the answer may need to be given in terms of π, e, natural
logarithms, surds or a combination of these, depending on the question.
• Where answers are not exact values:
– angles in degrees should be given to at least one decimal place
– all other values should be given to at least three significant figures
unless a different accuracy is defined in the question.
• Answers that are exact to four or five significant figures should not be rounded unless the question states
otherwise.
• In order to obtain an answer correct to an appropriate degree of accuracy, a higher degree of accuracy will
often be needed within the working.
• If a question asks to prove or show a given answer to a specified degree of accuracy, candidates must
show full working, intermediate answers and the final answer to at least one degree of accuracy more than
that asked for.
Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.
Describe state the points of a topic / give characteristics and main features
Explain set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence
Work out calculate from given facts, figures or information with or without the use of a calculator
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
You can enter candidates in the June and November exam series. You can view the timetable for your
administrative zone at www.cambridgeinternational.org/timetables
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.
Cambridge O Level, Cambridge IGCSE™ and Cambridge IGCSE (9–1) syllabuses are at the same level.
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An
entry option code is used to identify the components the candidate will take relevant to the administrative zone
and the available assessment options.
Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes
Language
This syllabus and the related assessment materials are available in English only.
Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
A* is the highest and E is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade E. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge O Level is shown as GENERAL CERTIFICATE OF
EDUCATION (GCE O LEVEL).
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge O Level Additional Mathematics will be published after the first assessment
of the syllabus in 2025.
You must read the whole syllabus before planning your teaching programme.
Changes to syllabus content • The wording of learning outcomes has been updated and notes and
examples included, to clarify the depth of teaching.
• The subject content has been refreshed and updated. Significant
changes to content have been summarised below.
– The Indices and surds topic has been removed from the subject
content (this is now assumed knowledge).
– A new topic on Coordinate geometry of the circle has been
added to the subject content.
• Other content has been added, removed or clarified within topics;
you are advised to read the subject content in the syllabus carefully
for details.
• The teaching time has not changed.
• The List of formulas provided in the examinations has been
updated.
• The Command words have been updated.
• A section on mathematical conventions has been provided.
• The wording of the learner attributes has been updated to improve
clarity.
• The aims have been updated and clarified.
Changes to assessment • The wording of the assessment objectives (AOs) has been updated.
(including changes to There are no changes to the knowledge and skills being assessed
specimen papers) for each AO.
• A non-calculator assessment has been introduced to build
candidates’ confidence in working mathematically without a
calculator.
– Paper 1 is now a non-calculator paper, calculators are not
allowed in the exam.
– Calculators are still allowed in Paper 2.
• The questions in the examinations are the same standard as in the
existing assessment.
• Mark schemes have been updated to award more marks
for working where appropriate, in line with other Cambridge
Mathematics qualifications.
• The specimen assessment materials have been updated to reflect
the changes to the assessment.
In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The
specimen papers will help your students become familiar with exam requirements and command words in
questions. The specimen mark schemes show how students should answer questions to meet the assessment
objectives.
Any textbooks endorsed to support the syllabus for examination from 2025 are suitable for use
with this syllabus.
Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : [email protected] www.cambridgeinternational.org