Cameroon GCE A Level Further Math syllabus 2018


  1. Introduction

Further Mathematics is designed to prepare students for further studies and   applications that are higher than those provided by Advanced Level Mathematics.  It examines concepts in pre-calculus, algebraic structures, statistics, mechanics and applications. The style of the examination will continue to change and take into account modern developments.  

  1. AIMS

In addition to the aims given in the general introduction for Advanced Level Mathematics (765/770), the aim of the 775 syllabus is to enable schools to provide an option for:

  1. candidates with higher aptitude, ability, and inclinations to study more Mathematics at this level.
  2. candidates who intend to proceed to areas of higher education requiring a deeper understanding and broader knowledge of Mathematics.
  • candidates who wish to enter job market or into vocational training where a higher demand for mathematics is needed.




The 775 syllabus should:

  1. develop candidates’ deeper understanding of mathematical reasoning and processes.
  2. develop candidates’ ability to relate different areas of Mathematics to one another.
  3. provide candidates with a foundation for further study of Mathematics and give them adequate mathematical basis for related disciplines and work at higher level.
  4. enable candidates to appreciate the significance of Mathematics to the society in general.




The objective of the assessment is to test the ability of the candidates to:

  1. demonstrate a knowledge and understanding of the principles of the core mathematics topics, mechanics, and simple probability distributions (AO1).
  2. apply their knowledge of Mathematics to solve simple problems in mechanics and probability (AO2).
  3. apply their knowledge of Mathematics to solve problems for which an immediate method of solution is not available and may involve a knowledge of more than one topic of the syllabus (AO2).
  4. select, organised, and use techniques of Pure and Applied Mathematics, as specified in the syllabus, to analyse problems and issues (AO3).
  5. interpret problems and write clear and accurate mathematical solutions (AO4).
  6. evaluate mathematical statements and theories and justify them through the presentation of clear and systematic proofs (or dis-proofs) (AO5).

5.1       Weighting of the Assessment objectives

Assessment Objectives Weighting of Assessment Objectives
1.      Knowledge and understanding) (AO1). 10 %
2.      Application of knowledge (AO2). 20 %
3.      Analysis (AO3). 30 %
4.      Synthesis (AO4). 30 %
5.      Evaluation (AO5). 10 %


5.2       Scheme of Assessment

Paper Mode of Assessment Weighting Number of Questions Duration
1 Written paper with 50 objective MCQs 20 % 50 1   hours
2 Essay questions 50 % 10 3 hours
3 Essay questions 30 % 8 2   hours


            5.3       Table of Specification (TOS)

Paper Number Category Number of questions Marks Level of difficulty
1 Knowledge and Comprehension 5 5 * i.e. single star or one star
Application 10 10 *
Analysis 15 15 Eight (8) of which shall be Single star and 7  double stars (**)
Synthesis 15 15 Seven (7) of which shall be Single star and  **
Evaluation 5 5 ***
Total 50 50  



Knowledge 1 10 *
Application 4 40 two questions (20 marks) of single star (*) strength the rest **
Analysis 4


40 three single * questions (30 marks)  and one ** questions
Evaluation 1 10 ***
  10 100  



Knowledge 1 10 *
Application 3 40 single star (*) 20 marks strength the rest **
Analysis 3 40 single * 30 marks  and 10 marks from ** questions or sections of the questions
Evaluation 1 10 ***

The examination will consist of three written papers. Questions will be set in S I units.


Paper one. A multiple-choice paper of one and a half hours carrying one-fifth of the maximum mark. Questions will be based on the entire syllabus; including topics of papers 2 and 3.

Electronic calculators may not be used.

Paper two. A paper of three hours carrying half of the maximum mark will consist of 10 questions of varying length and strength for candidates to attempt all.


Paper three. A paper of two and a half hours carrying three tenths of the maximum  mark and will consist of eight questions of varying length for candidates to attempt all. Questions will not carry equal.


Remarks: For papers two and three, candidates will be expected to have non-programmable electronic calculators and GCE standard booklets of mathematical formulae including statistical formulae and tables.


In papers two and three, candidates are advised to show all the steps in their work, giving their answer at each stage. The value of the acceleration of free fall, g, quoted in paper three will be

except otherwise stated in the question paper.









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