IB DP SL Mathematical Exploration

Assessment Criteria with Additional Notes

Criterion A: Presentation A well-organized exploration includes a rationale (explanation why this
topic was chosen), an introduction (context), a clearly defined aim of the
0. The exploration does not reach the exploration. Relevant graphs, tables and diagrams should accompany the
standard described by the descriptors work at the appropriate times in the paper. References are cited. The
below. paper ends with a meaningful conclusion. Appendices should be used to
include information on large data sets, additional graphs, diagrams and
1. The exploration has some coherence tables.
or some organization.

2. The exploration shows some coherence A coherent exploration is logically developed, easy to follow and meets its
and shows some organization aim. This refers to the overall structure or framework, including
introduction, body, conclusion and how well the different parts link to
3. The exploration is coherent and each other. It “reads well” and graphs, tables, diagrams are included at
well organized. correct/necessary places.

4. The exploration is coherent, well

organized, and concise. A concise exploration focuses on and achieves the aim, explains all stages in
the exploration clearly and concisely, and avoids irrelevancies, does not
show irrelevant or unnecessary repetitive calculations, graphs or
descriptions. The use of technology is not required but encouraged where
Tips:
appropriate. However, the use of analytic approaches rather than
technological ones does not necessarily mean lack of conciseness, and
∙ Clearly explain what is being done in a should not be penalized. This does not mean that repetitive calculations
concise and focused manner so the reader are condoned. Incorporate clear and sufficient explanations for the written
is not left guessing mathematics so that your peers can easily follow yourargument.
∙ If in reading your work the reader has to pause
to clarify where a result came from or how it
was achieved, this generally indicates flawed
communication.
∙ Avoid over describing mathematical
expressions / methods using words –
mathematics is itself alanguage.
∙ Avoid repeating yourself

Criterion B: Mathematical Communication This criterion assesses the appropriateness of the mathematics,
in particular, to what extent the student has:
0. The exploration does not reach the
standard described by the descriptors - used appropriate mathematical language (notation, symbols,
below. terminology) when communicating mathematical ideas, reasoning, and
findings.
1. The exploration contains some *Calculator/computer notation is acceptable only if it is software generated.
relevant mathematical communication Otherwise, students must use appropriate mathematical notation.
which is partially appropriate.
- defined key terms and variables, where required
2. The exploration contains some relevant
appropriate mathematical communication. - used multiple forms of mathematical representation, such as formulae,
diagrams, tables, charts, graphs and models, where appropriate
3. The mathematical communication is
relevant, appropriate, and is mostly - used a deductive method and set out proofs logically where appropriate
consistent.

4. The mathematical communication is relevant, Examples of level 1 can include graphs not being labelled, consistent use
appropriate, and consistent throughout. of computer notation with no other forms of correct mathematical
communication. Level 4 can be achieved by using only one form of
mathematical representation as long as this is appropriate to the topic.
Tips:
∙ Select the best form of presentation (ie: do
Students are encouraged to choose and use appropriate ICT tools such
not represent the same data using two as graphic display calculators, screenshots, mathematical software,
different diagrams unnecessarily) spreadsheets, databases, drawing and word-processing software, as
∙ If you include a mathematical process or appropriate, to enhance mathematical communication.
diagram, then always refer to it or comment
on it; if there is no comment, it is irrelevant
∙ Use technology to enhance communication
 (ex: technology can reduce or automate
repetitive calculations)
∙ Express results to an appropriate
degree of accuracy with reasons
∙ Label scales and axis clearly in graphs
∙ Set out proofs clearly and logically

Criterion C: Personal Engagement The “personal engagement” criterion assesses how the student has
engaged with the topic by exploring the mathematics and making it their
0. The exploration does not reach the own. It is not a measure of effort.
standard described by the descriptors
below. Personal engagement may be recognized in different ways. These include:
Thinking independently or creatively, presenting mathematical ideas in
1. There is evidence of some personal their own way, exploring from different perspectives, making/testing
engagement. predictions.

2. There is evidence of significant personal Textbook style explorations or reproduction of readily available
engagement. mathematics without the candidate’s perspective are unlikely to achieve
the higher levels.
3. There is evidence of outstanding
personal engagement. Significant: The student demonstrates authentic personal engagement in
the exploration on a few occasions and it is evident that these drive the
exploration forward and help the reader understand the writer’s intention.
Tips:
∙ Choose a topic that you are genuinely interested
Outstanding: The student demonstrates authentic personal engagement
in, ask “what if…?” and explore! in the exploration in numerous instances and they are of a high quality.
∙ Explicitly state your personal interest It is evident that these drive the exploration forward in a creative way.
∙ Ask questions, make conjectures and investigate It leaves the impression that the student has developed, through their
mathematical ideas approach, a complete understanding of the context of the exploration
∙ Use your own language, ideas, solutions, and topic and the reader better understands the writer’s intentions.
explanations to show ownership over the work ∙
Read mathematics and research areas of interest ∙
Create mathematical models for real situations ∙
Consider historical and global perspectives ∙
Explore unfamiliar mathematics
∙ Design and implement surveys
∙ Run experiments/simulations and collect data
∙ Think creatively, work independently

Criterion D: Reflection This criterion assesses how the student reviews, analyses and evaluates
the exploration. Although reflection may be seen in the conclusion to the
0. The exploration does not reach the exploration, it should also be found throughout the exploration. Simply
standard described by the descriptors describing results represents limited reflection.
below.
Some ways of showing meaningful reflection are:
1. There is evidence of limited reflection. Linking to the aims of the exploration, commenting on what has been learned,
considering some limitation or comparing different mathematical approaches.
2. There is evidence of meaningful reflection.
Critical reflection is reflection that is crucial, deciding or deeply insightful. It
3. There is substantial evidence of will often develop the exploration by addressing the mathematical results and
critical reflection. their impact on the student’s understanding of the topic.
Some ways of showing critical reflection are:
Tips: Considering what next, discussing implications of results, discussing strengths
∙ consider the significance of the exploration ∙ and weaknesses of approaches, and considering different perspectives.
regularly review your findings and interpret
Substantial evidence means that the critical reflection is present throughout
results in context
the exploration. If it appears at the end of the exploration it must be of high
∙ use a questioning style
quality and demonstrate how it developed the exploration in order to achieve
∙ consider possible limitations or assumptions for a level 3.
models used
∙ state ,where appropriate, the domain for any
models or formulae used
∙ consider consequences or extensions
 ∙ make links to different fields/areas of math

Criterion E: Use of Mathematics Relevant refers to mathematics that supports the development of the
exploration towards the completion of its aim. Overly complicated
0. The exploration does not reach the standard mathematics where simple mathematics would suffice is not relevant.
described by the descriptors below.
Students are expected to produce work that is commensurate with the level of
the course, which means it should not be completely based on mathematics
1. Some relevant mathematics is used. listed in the prior learning. The mathematics explored should either be part of the
syllabus, or at a similar level.
2. Some relevant mathematics is used.
Limited understanding is demonstrated. A key word in the descriptor is demonstrated. The command term demonstrate
means “to make clear by reasoning or evidence, illustrating with examples or
3. Relevant mathematics commensurate with the level of practical application”. Obtaining the correct answer is not sufficient to demonstrate
the course is used. Limited understanding is understanding (even some understanding) in order to achieve level 2 or higher. For
demonstrated. knowledge and understanding to be thorough it must be demonstrated throughout.
The mathematics can be regarded as correct even if there are occasional minor
4. Relevant mathematics commensurate with the level of errors as long as they do not detract from the flow of the mathematics or lead to an
the course is used. The mathematics explored is partially unreasonable outcome.
correct. Some knowledge and understanding are
demonstrated. Students are encouraged to use technology to obtain results where appropriate,
but understanding must be demonstrated in order for the student to achieve
5. Relevant mathematics commensurate with the level of higher than level 1, for example merely substituting values into a formula does
the course is used. The mathematics explored is mostly not necessarily demonstrate understanding of the results.
correct. Good knowledge and understanding are
demonstrated.

6. Relevant mathematics commensurate with the level of

the course is used. The mathematics explored is correct.
Thorough knowledge and understanding are
demonstrated.