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This syllabus is available only to Centers participating in the NCEE Excellence for All initiative in the USA. An essential subject for all learners, Cambridge IGCSE Mathematics (US) encourages the development of mathematical knowledge as a key life skill, and as a basis for more advanced study. The syllabus aims to build learners' confidence by helping them develop a feel for numbers, patterns and relationships, and places a strong emphasis on solving problems and presenting and interpreting results. Learners also gain an understanding of how to communicate and reason using mathematical concepts.
The syllabus year refers to the year in which the examination will be taken.
As part of our ongoing commitment to make sure that our syllabuses meet the needs of our students, schools and higher education institutions around the world, we have updated this syllabus.
We have not changed the subject content or the assessment. We have:
We have updated the instructions on the front covers of the question papers.
These changes are for examination in June and November 2020 and 2021. For full details, please refer to the 2020-2021 syllabus above, including the ‘Changes to this syllabus’ section, as well as the new specimen paper.
We are withdrawing Cambridge IGCSE Mathematics (US) (0444) from the November exam series. The last November exam series will be in 2023. From 2024, we will only offer this syllabus in the June exam series. We communicated this series withdrawal decision to schools in June 2021.
From 2020, we have made some changes to the wording and layout of the front covers of our question papers to reflect the new Cambridge International branding and to make instructions clearer for candidates - learn more.
We provide a wide range of support so that teachers can give their learners the best possible preparation for Cambridge programmes and qualifications. For teachers at registered Cambridge schools, support materials for specific syllabuses are available from the School Support Hub (username and password required).
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