Name:

IB Mathematics Exploration Guide

May 2025

Inga Nielsen / Alex Landa / Shutterstock

Disclaimer:
This guide is not a document that is sanctioned by the IB. It is a guide originally developed by Ed Kemp (for his school in
Istanbul), edited and adapted for AIS Saigon
 TABLE OF CONTENTS Page

Timeline for 2026 IB Graduate Cohort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
What, Why, Specifics, How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
On your own you will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Academic Honesty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Appendix A – Syllabus Outcomes MAA. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7
Appendix B – Syllabus Outcomes MAI . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 8-9
Appendix C – Ideas and Topics for a Mathematical Exploration . . . . . . . . 10
Algebra and Number Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Calculus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Statistics and Modelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Games and Game Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Topology and Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Logic and Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Numerical Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Miscellaneous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
A list of “No” Topics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
My IA Topic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
IB Mathematics IA Outline. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 15
Tips to Writing a Good Math Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
A Sample Cover Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Checklist: Skills and Strategies Required by Students . . . . . . . . . . . . . . . . 19
Peer – Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19-20
Assessment Criteria for the Mathematical Exploration (with additional notes) 21-26
Criterion A: Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Criterion B: Mathematical Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Criterion C: Personal Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Criterion D: Reflection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Criterion E: Use of Mathematics HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Criterion E: Use of Mathematics SL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
IA First Submission Marking Criteria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27-32

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 APPROXIMATE TIMELINE FOR 2026 IB GRADUATE COHORT
Note: each teacher will adapt accordingly and inform you of specific due dates

May 2025 IA Introduced

o Exploration Guide distributed on Teams.
o Potential Topics listed and Brainstorming Activities
o Sample IAs assessed and discussed.
o Brainstorming Activities

June 2025 Select your topic

o Submission of My IA Topics sheet (page 15) to teacher
o Topic chosen by student and signed off by teacher

September 2025 Planning Documents

o Upload completed IB MATHEMATICS IA OUTLINE WORKSHEET (page 16 & 17) to ManageBac
o Student and teacher discuss Outline.
o Teacher signs off Outline.

o Start working on 1st draft.

December 2025 1st draft due

o 1 week of lesson time allocated to working on the draft
o Your 1st draft should be a complete version of your IA so your teacher can give you meaningful
feedback!
o 1st draft uploaded to ManageBac. See criteria on p. 23-28
o Late submission = grade of zero + no feedback
o IA drafts marked and returned within 3 school weeks. Final draft commences.

February 2026 Final draft due

o 1 week of lesson time allocated to working on the final draft
o FINAL DRAFT uploaded to ManageBac. See criteria on p. 23-28
o Late submission = your 1st draft grade is your final draft grade

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THE EXPLORATION
What: A written paper that explores the mathematics behind a personal interest of your choice

Why:

-­‐ To apply and transfer skills to alternate situations, to other areas of

knowledge, and to future developments
-­‐ To appreciate the moral, social, and ethical implications of mathematics
-­‐ To appreciate the international dimensions & universality of mathematics
-­‐ To appreciate the contribution of mathematics to other disciplines

Specifics:

--- 12-20 pages

--- All sources must be cited in a bibliography and in-text references as
required
--- Not a regurgitation of facts or a historical essay.
---- Arial Font Size 12 (or any reasonable font), Double Spacing
---- Cover page required, no name, just student number
--- The target audience is your peers. Not expected to be a formal
dissertation using ostentatious vocabulary.
--- Use of some sort of mathematical technology or software is strongly
encouraged.
--- You are not expected to use any mathematics outside the level of this course.
--- 20% of your IB mark

How:

In class, we will:

-­‐ Look at sample explorations and critique and mark them.

-­‐ Brainstorm research topics.
-­‐ Practice writing sample research questions.
-­‐ Discuss the details your exploration must include.

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On your own, you will:

--- Write a research question/aim/rationale.

-­‐ Submit your research question/aim/rationale
to the teacher for feedback & approval using
the Planning Documents in this booklet.
-­‐ Find resources and write a first submission.
-­‐ Have an interview with your teacher to
discuss your first submission.
-­‐ Edit your first submission and produce
a final copy.

Note #1: After the teacher has approved your topic & question, you may not switch topics without approval.
Note #2: Deadline procedure is that if a final version has not been submitted on the deadline date, the draft
version will be submitted as the final version.

Academic honesty:
The following are excerpts from IB Academic Honesty Policy.
http://www.ibo.org/globalassets/digital-tookit/brochures/academic-honesty-ib-en.pdf

• An authentic piece of work: Based on the candidate’s individual and original ideas with the
ideas and work of others fully acknowledged
• Plagiarism: The representation of the ideas or work of another person as your own
• Collusion: Allowing one’s work to be copied or submitted for assessment by another
• Candidates must record the URL of all web sites from which they obtain information during
their research, including the date when each web site was accessed. This includes the copying
of maps, photographs, illustrations, data, graphs and so on.

Any students proven guilty of academic dishonesty may be given a 0 for their IA
and thus not earn their diploma or certificate.

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APPENDIX A – Mathematics Analysis and Approaches Syllabus Outcomes (HL in Purple)

NUMBER and ALGEBRA FUNCTIONS AND EQUATIONS

Standard Notation Equations of a Straight Line

Arithmetic Sequences & Series Domain & Range of Functions
Geometric Sequences & Series Composition of Functions
Sigma Notation Inverse Functions
Compound Interest Characteristics of Graphs
Exponents & logarithms (max/mins, intercepts, asymptotes, etc.)
Exponent Laws Reciprocal Functions
Log Laws Solving Equations (both analytically and
Binomial Theorem graphically)
Simple Deductive Proof Transformations of Graphs
(Translations, reflections, dilations)
Counting Principles Quadratic Functions
Partial Fractions Exponential Functions
Complex Numbers Logarithm Functions
Polar Form Exponential Equations
Euler Form
De Moivre’s Theorem Polynomial Functions
Proof by Induction 𝑎𝑎𝑎𝑎+𝑏𝑏
Rational Functions of the form: 2+𝑑𝑑𝑑𝑑+𝑒𝑒
𝑐𝑐𝑥𝑥
Proof by Contradiction Odd and Even Functions
Use of Counterexamples Solutions to 𝑔𝑔(𝑥𝑥 ) ≥ 𝑓𝑓(𝑥𝑥) both Graphically and
Solutions of Systems of Linear Equations Analytically
Graphs of Functions
GEOMETRY AND TRIGONOMETRY

Distance and Midpoint in 3D Space sec 𝜃𝜃, csc 𝜃𝜃, cot 𝜃𝜃

Volume and Surface Area of Solids Pythagorean Identities
Radian Measure Compound Angle Identities
Arc Length Double Angle Identity for tangent
sin 𝜃𝜃 , cos 𝜃𝜃 , tan 𝜃𝜃 Trig Functions and symmetry in graphs
The Unit Circle Concept of a Vector
sin2 𝜃𝜃 + cos2 𝜃𝜃 = 1 Unit Vectors, Components, Zero Vector
Double Angle Identities Sums, Differences, Scalar Multiplication
Graphs of sin 𝜃𝜃 , cos 𝜃𝜃 , tan 𝜃𝜃 Magnitude of Vectors
Sinusoidal Functions Position Vectors
Solving Trigonometric Equations Scalar Product
(Graphically and Analytically) Angles between Vectors
Solving Triangles (including perpendicular and parallel vectors)
Sine Law, Including Ambiguous Case Vector Equations
Cosine Law Kinematics
Area of Triangles Lines – Angles, Coincident, Parallel, Intersecting,
Construction of Labelled Diagrams from Skew, Intersections
Written Statements Vector Product
Cartesian Equation of Plane
Intersection and Angles between Lines/Planes

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APPENDIX A – Mathematics Analysis and Approaches Syllabus Outcomes (HL in Purple)

STATISTICS AND PROBABILITY

Concepts of Population, Sample, Concepts of Outcomes, Sample Space, etc.

Random Sample, Discrete vs Continuous Data The Probability Formula
Frequency Distribution Tables and Histograms Complimentary Events
Box and Whisker Plots with Outliers Venn Diagrams
Concepts of Grouped Data: Interval Width, Tree Diagrams
Upper and Lower Boundaries, etc. Mutually Exclusive Events
Statistical Measures and Their Interpretations Independent Events with and w/o Replacement
Measure of Central Tendency: Probability Distributions
Mean, Median, Mode Expected Value
Measures of Dispersion: Discrete Random Variables
Range, IQR, Standard Deviation Binomial Distribution; including Mean and
Cumulative Frequency Graphs (Ogives) Variance
Linear Coefficient of Bivariate Data Normal Distribution
Pearson’s Coefficient Z-Scores
Scatter Diagrams and Line of Best Fit
Regression Equations Bayes’ theorem (3 events max)
Variance of discrete random variables
Continuous random variables
CALCULUS

Basics of Limits Derivatives from First Principles

Gradient Functions Limits, Continuity and Convergence
Equations of Tangents and Normals L’Hopital’s rule or Maclaurin Series
Increasing and Decreasing Functions Implicit Differentiation
Second Derivatives Related Rates of Change
Derivatives of xn, Trigonometric, Exponential, Higher Derivatives
Logarithmic, Inverse Trigonometric and Derivatives and Indefinite Integrals of
Reciprocal Trigonometric Functions tan 𝑥𝑥 , sec 𝑥𝑥 , csc 𝑥𝑥 , cot 𝑥𝑥 , 𝑎𝑎 𝑥𝑥 , log 𝑎𝑎 𝑥𝑥 , arcsin 𝑥𝑥 , 𝑒𝑒𝑒𝑒𝑒𝑒
Derivatives of Sums, Differences, Products, Integration by substitution
Quotients, Composite Functions Integration by parts
Maxima and Minima and Optimization Areas under and between curves
Points of Inflexion
Graphical Behavior of Functions and their
Derivatives
Integration of xn, Trigonometric, Exponential
Functions and Their Composites
Definite and Indefinite Integration
Volumes of revolution
Kinematics
Integration by inspection

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 APPENDIX B – Mathematics Applications and Interpretation
Syllabus Outcomes (HL in Purple)

NUMBER and ALGEBRA FUNCTIONS AND EQUATIONS

Standard Notation Equations of a Straight Line

Arithmetic Sequences & Series Domain & Range of Functions
Geometric Sequences & Series Characteristics of Graphs
Sigma Notation (max/mins, intercepts, asymptotes, etc.)
Compound Interest Modeling with:
Exponents & logarithms Linear,
Exponent Laws Quadratic,
Approximations Exponential,
Percentage Error Cubic,
Amortization and Annuities and Sinusoidal Models
Solutions of Systems of Linear Equations Create, develop, find parameters, test, and use
models of contextual situations
Log Laws
Sum of Infinite Geometric Sequences Composition of Functions
Simplifying expressions with rational exponentsInverse Functions
Complex Numbers Transformations of Graphs
Polar Form (Translations, reflections, dilations)
Euler Form Modeling with:
Matrices exponential models for half-life
Eigenvalues and Eigenvectors Natural Logarithmic Models
Sinusoidal models
Logistic models
Piecewise models
Scaling with logarithms
GEOMETRY AND TRIGONOMETRY

Distance and Midpoint in 3D Space Radian Measure

Volume and Surface Area of Solids The Unit Circle
sin 𝜃𝜃 , cos 𝜃𝜃 , tan 𝜃𝜃 sin2 𝜃𝜃 + cos 2 𝜃𝜃 = 1
Sine rule, cosine rule, area of triangles Ambiguous Case of Sine Rule
Applications of right and non-right angled trig Geometric Transformations with Matrices
Arc Length, area of a sector Concept of a Vector
 NO RADIANS at the SL  Unit Vectors, Components, Zero Vector
Equation of perpendicular bisectors Sums, Differences, Scalar Multiplication
Voronoi diagrams Magnitude of Vectors
Position Vectors
Scalar Product
Vector Equation of a Line
Angles between Vectors
(including perpendicular and parallel vectors)
Graph Theory
Adjacency Matrices
Tree and Cycle Algorithms

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APPENDIX B – Mathematics Applications and Interpretation
Syllabus Outcomes (HL in Purple)

STATISTICS AND PROBABILITY

Concepts of Population, Sample, Probability Distributions

Random Sample, Discrete vs Continuous Data Expected Value
Frequency Distribution Tables and Histograms Discrete Random Variables
Box and Whisker Plots with Outliers Binomial Distribution; including Mean and
Concepts of Grouped Data: Interval Width, Variance
Upper and Lower Boundaries, etc. Normal Distribution
Statistical Measures and Their Interpretations Spearman’s Rank Correlation Coefficient
Measure of Central Tendency: 𝜒𝜒 2 test of independence
Mean, Median, Mode 𝜒𝜒 2 goodness of fit
Measures of Dispersion: t-test
Range, IQR, Standard Deviation
Cumulative Frequency Graphs (Ogives) Designing and collecting data for analysis
Linear Coefficient of Bivariate Data Reliability vs validity
Pearson’s Coefficient Non-linear regression
Scatter Diagrams and Line of Best Fit Sum of square residuals (𝑆𝑆𝑆𝑆𝑟𝑟𝑟𝑟𝑟𝑟 )
Regression Equations Coefficient of Determination
Concepts of Outcomes, Sample Space, etc. Manipulating random variables (linear
The Probability Formula transformations, expected values, variance)
Complimentary Events Distribution of linear combinations of
Venn Diagrams independent normal random variables
Tree Diagrams Confidence intervals
Mutually Exclusive Events Poisson Distributions
Independent Events with and w/o Replacement Statistical Testing
Transition Matrices
Markov Chains
CALCULUS

Basics of Limits Derivatives of xn, Trigonometric, Exponential,

Gradient Functions Logarithmic, Inverse Trigonometric and
Increasing and Decreasing Functions Reciprocal Trigonometric Functions
Derivatives of xn and basic polynomials Derivatives of Sums, Differences, Products,
Equations of Tangents and Normals Quotients, Composite Functions
Integration as anti-differentiation Second Derivatives (and its test to determine
Maxima and Minima and Optimization max and mins)
Approximating areas using trapezoidal rule Definite and Indefinite Integration
Integration by substitution
Integration by inspection
Areas under and between curves
Kinematics
Modeling using differential equations in context
Slope fields and diagrams
Euler’s Method
Phase Portraits
Euler’s method with second derivatives

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APPENDIX C – Ideas and Topics for a Mathematical Exploration
The topics listed here range from fairly broad to quite narrow in scope. It is possible that some of these 200
could be the title or focus of a Mathematical Exploration, while others will require you to investigate further
to identify a narrower focus to explore. Do not restrict yourself only to the topics listed below. This list is
only the ‘tip of the iceberg’ with regard to potential topics for your Mathematical Exploration. Reading
through this list may stimulate you to think of some other topic in which you would be interested in
exploring. Many of the items listed below may be unfamiliar to you. A quick search on the Internet should
give you a better idea what each is about and help you determine if you’re interested enough to investigate
further – and see if it might be a suitable topic for your Mathematical Exploration.

Algebra and Number Theory

Modular Arithmetic Goldbach’s Conjecture Probabilistic Number Theory
Algebraic Congruencies Diophantine Equations Continued Fractions
General Solution of a Cubic Complex Numbers and Euler’s Identity: 𝑒𝑒 𝑖𝑖𝑖𝑖 + 1=0
Equation Transformations
Patterns in Pascal’s Triangle Finding Prime numbers Random Numbers
Pythagorean Triples Mersenne Primes Magic Squares and Cubes
Loci and Complex Numbers Matrices and Cramer’s Rule Divisibility Tests
Chinese Remainder Theorem Fermat’s Last Theorem Fermat’s Little Theorem
Phi (golden ratio) Hyper Complex Numbers Twin Primes Problem
Graphical Representation of Roots Natural Logarithms of Complex Diophantine Application: Cole
of Complex numbers Numbers Numbers
Odd Perfect Numbers Euclidean Algorithm for GCF Palindrome Numbers
Factorable Sets of Integers of the Applications of Complex Inequalities Related to Fibonacci
Form ak + b Numbers Numbers
Combinatorics – Art of Counting Boolean Algebra Prime Number Sieves
Applications of Logarithms Polar Equations Egyptian Fractions
Roots of Unity

Geometry
Non-Euclidean Geometries Cavalieri’s Principle Packing 2D and 3D Shapes
Ptolemy’s Theorem Hexaflexagons Heron’s Formula
Geodesic Comes Proofs of Pythagorean Theorem Minimal Surfaces and Soap
Bubbles
Tesseract – a 4D Cube Map Projections Tiling the Plane – Tessellations
Penrose Tiles Morley’s Theorem Cycloid Curve
Symmetries of Spider Webs Fractal Tilings Euler Line of a Triangle
Fermat Point for Polygons and Pick’s Theorem and Lattices Properties of a Regular Pentagon
Polyhedral Conic Section
Regular Polyhedra Nine-Point Circle Geometry of the Canenary Curve
Stacking Cannon Balls Euler’s Formula for Polyhedra Eratosthenes – Measuring the
Earth’s Circumference
Conic Sections as Loci of Points Ceva’s Theorem for Triangles Constructing a Cone from a
Circle
Mandelbrot Set and Fractal Consecutive Integral Triangles Area of an Ellipse
Shapes
Squaring the circle Curves of Constant Width Sierpinski’s Triangle
Architecture and Trigonometry Polyominoes Reuleaux Triangle
Geometric structure of the Spherical Geometry Gyroid – a Minimal Surface
universe
Rigid and Non-Rigid Geometric Tangrams
Structures

10
 Calculus
Mean value theorem Torricelli’s trumpet (Gabriel’s Integrating to infinity
horn)
Applications of Power Series Newton’s Law of Cooling Fundamental Theorem of
Calculus
Brachistochrone Second Order Differential L’Hôpital’s Rule and Evaluating
(Minimum Time) Equations Limits
Hyperbolic Functions The Harmonic Series Torus – Solid of Revolution
Projectile Motion Why e is Base of Natural
Logarithm Functions

Statistics and Modelling

Traffic Flow Logistic Function and Modelling Growth of Tumours
Constrained Growth
Modelling Epidemics/Spread of a Modelling the Shape of a Bird’s Correlation Coefficients
Virus Egg
Central Limit Theorem Modelling Change in Record Hypothesis Testing
Performances for a Sport
Modelling Radioactive Decay Least Squares Regression Modelling the Carrying Capacity
of the Earth
Regression to the Mean Modelling Growth of Computer The Monty Hall Problem
Power
Monte Carlo Simulations Random Walks Insurance and Calculating Risks
Poisson Distribution and Queues Determination of π by Lotteries
Probability
Bayes’ Theorem Birthday Paradox Normal Distribution and Natural
Phenomena
Medical Tests and Probability Probability and Expectation

Games and Game Theory

The Prisoner’s Dilemma Sudoku Gambler’s Fallacy
Poker and Other Card Games Knight’s Tour in Chess Billiards and Snooker
Zero sum games

Topology and Networks

Knots Steiner Problem Chinese Postman Problem
Travelling Salesman Problem Königsberg Bridge Problem Handshake Problem
Möbius Strip Klein Bottle

Logic and Sets

Codes and Ciphers Set Theory and Different “Sized” Mathematical Induction (Strong)
Infinities
Proof by Contradiction Zeno’s Paradox of Achilles and Four Colour Map Theorem
the Tortoise

11
 Numerical Analysis
Linear Programming Fixed-Point Iteration Methods of approximating π
Applications of Iteration Newton’s Method Estimating Size of Large
Crowds
Generating the Number e Descartes’ Rule of Signs Methods for Solving
Differential Equations
Radiocarbon Dating Gravity, Orbits and Escape Mathematical Methods in
Velocity Economics
Biostatistics Genetics Crystallography
Computing Centres of Mass Elliptical Orbits Logarithmic Scales –
Decibel, Richter
Fibonacci Sequence and Spirals Predicting an Eclipse Change in a Person’s BMI over
in Nature Time
Concepts of Equilibrium in Mathematics of the Branching Patterns of Plants
Economics ‘Credit Crunch’
Column Buckling –
Euler Theory

Miscellaneous
Paper Folding Designing Bridges Mathematics of Rotating Gears
Mathematical Card Tricks Curry’s Paradox Bar Codes
‘Missing Square’
Applications of Parabolas Music – Notes, Pitches, Scales… Voting Systems
Flatland by Edwin Abbott Terminal Velocity Towers of Hanoi Puzzle
Photography Art of M.C. Escher Harmonic Mean
Sundials Navigational Systems The Abacus
Construction of Calendars Slide Rules Different Number Systems
Mathematics of Juggling Global Positioning System Optical Illusions
(GPS)
Origami Napier’s Bones Celtic Designs/Knotwork
Design of Product Packaging Mathematics of Weaving

12
 Some suggestions from the IB Markers

If you can Google it, it is not a good topic eg The Birthday Problem, The
Monty Hall Problem, The handshake Problem, Fractals, Golden Ratio.
Other topics that are not good:
Any stats study involving sleep (where you are not collecting precise data
using an e-watch or other device). Poker or other familiar casino games
Any stats topic where one of your axes is neither a random or continuous
variable (ex: favourite ice cream; genre of music, etc)

You do NOT need a contents page and research question.

Keep you Exploration to 12-20 pages, number the pages

Criterion A
Keep your Aim clear and focused, if you include material that does not
relate to your aim, you will lose marks.

Criterion B
Everyone should get 4/4 here, but many lose marks for unlabelled
diagrams and use of computer notation.
Keep tables on ONE page, do not spread them over two pages.
Equations should be on one line.
Define key terms when they appear, not at the beginning of the IA.
If you take a sample, discuss the sampling technique.

Criterion C
This is not about effort, but engagement in the mathematics.
You need to come up with your own ideas, be creative.
Refining a model, creating a survey questionnaire or carrying out an
experiment show personal engagement.

13
Criterion D
Reflect throughout the IA, not just at the end.
If creating a model, test it and then possibly modify it.
How can your method be improved? What is the level of accuracy?

Criterion E
Don’t use mathematics that is beyond the course.
Anything that is in the course is ‘commensurate’ with the course, even if
it is at SL level (for HL), however, if the way in which it is applied is too
simple, will not score highly.
Needs to be understood by a peer, without outside sources.
Do not calculate the correlation coefficient by hand. But there are too
many, so probably good to try to avoid this.

14
My IA Topic
Name: ____________________
Brainstorm at least 3 possible topics that you could explore for your I.A.
For each topic do some preliminary research.
• What is my interest in this topic?
• When I “Google” this topic, are there a lot of reputable sites/links (.edu, .org, .gov)?
• Does the topic lend itself to the application of Mathematical technology?
• Will the Mathematics involved be commensurate with your IB mathematics course?
• Will I be able to write 6-12 pages about this topic?
• Does the topic lend itself to Personal Engagement – “What if…” “I wonder if…”
• Can you add “your voice” to the topic?
Topic:
Preliminary Research:

Topic:
Preliminary Research:

15
Topic:
Preliminary Research:

16
IB MATHEMATICS IA OUTLINE WORKSHEET
Please write detailed and thoughtful responses to each of the questions below.

Name:

General topic:

My Research Question/specific topic is (it is okay and normal that this might change slightly as your
perform more research):

Why are you interested in this specific topic?

My aim/goal is:

What are some things that you may have to research in order to answer your research question?

17
Will you be doing primary research? If so, please elaborate.

What potential challenges and difficulties can you anticipate?

What are the math connections (syllabus topics) to your area of interest?

What are some possible visual representations (graphs, tables, diagrams) that you might
want to have?

18
Tips to Writing a Good
Math Exploration

• Start with an introduction that includes your research question.

• Then state your aim and rationale.

Aim: What is the point of your exploration?
Rationale: Why did you choose this topic? What do you hope your reader will learn?

• Create an outline to help you organize your ideas and streamline your research.

• While doing your research, keep a record of each website you visited and include the date.

• If you need to round any decimal, consider the degree of accuracy. For your topic, how
many decimal places are relevant? For example, while a difference of one tenth may not
matter if you are talking about speed of a locomotive, it could matter if you are talking
about the amount of milligrams of morphine administered to a patient.

• Use ≈ for any rounded values.

• Include page numbers for easier reference later on.

• Only use mathematics that YOU understand. Khan Academy or YouTube could help. If
you still can’t figure it out, it’s probably too hard for this level of math. It is not your
teacher’s responsibility to teach you the math.

• Ask and answer personal questions (“I wonder if…, What if…)?. Make conjectures (an
opinion or theory without sufficient evidence or proof).

• Use proper math vocabulary (substitute vs. plug-in) and notation (𝑥𝑥 2 vs x^2).

• Consider the historical and global perspectives of your topic.

Historical perspective: Things that have happened with your topic in the past
Global perspective: the links between your own life and others throughout the world
• Discuss the implications of your results. (What do they mean? Why are they important?
How do they affect your life?.)
• Discuss your results in the context of your topic, not just in general terms.

• Discuss possible limitations and/or extensions of your topic.

Limitation: a restriction, a defect or failing
Extension: an occurrence in another area

• Make connections between your topic and different disciplines and/or areas of mathematics.

• Add “your voice” to your paper

19
Sample Cover page:

Put the Title of your Exploration here

Number of pages

20
Choosing a Topics:

Presentation:

Mathematical Communication:

Type equation here.

Personal Engagement:

Reflection:

21
Use of Mathematics:

Use of Technology:

22
 Assessment Criteria for the Mathematical Exploration (with additional notes)
Criterion and Levels Notes
Criterion A: Presentation This criterion assesses the overall organization and coherence of
0. The exploration does not reach the standard the exploration.
described by the descriptors below.
Organization refers to the overall structure or framework, including
1. The exploration has some coherence or some
the introduction, body, conclusion.
organization
2. The exploration has some coherence and shows
A well-organized exploration includes:
some organization.
• an introduction that gives background information
3. The exploration is coherent and well organized. • a rationale which explains why this topic was chosen
• a well-defined aim for the exploration
4. The exploration is coherent, well organized, • a brief outline of how the aim will be achieved
and concise. • a conclusion that summarizes the process, results…etc.

What to do: Finally, in-line citations and a bibliography that acknowledge the
• Clearly explain what you are doing in a work of others (e.g. data, images, diagrams, graphs and direct
Clear, concise and focused manner so the quotes) are necessary for fulfilling the IB academic honesty
reader is not left guessing. requirements rather than this assessment criterion.
• Avoid over describing mathematical
expressions /methods using words – Any paraphrased information needs to be cited at the point in the
mathematics is itself a language. exploration where it is used. A footnote referring to the bibliography
• Avoid repeating yourself. is not enough and may lead to a decision of malpractice.
• Explicitly write what your aims are.
• Outline your plan to fulfil your aim(s) Coherence refers to how well different parts of the exploration link
• Ensure your original aims are addressed and/or to each other. It can also refer to the overall flow, including
fulfilled. between different parts, or from text to mathematical presentation
• Show one or two sample calculations, etc.
the rest could be summarized in a table.
A coherent exploration is logically developed and easy to
Notes on Expressing Ideas Clearly follow. A concise exploration
• Tell the story of the development of your IA. • is focused and “to the point”
• Identify a clear aim for the exploration. • contains no waffle or fluff
• Focus on the aim and avoid irrelevance. • contains no irrelevant or repetitive work
• Structure ideas in a logical manner.
• Include graphs, tables and diagrams While the use of technology is not mandatory, it is encouraged
at their appropriate places to increase where appropriate. Therefore, the use of analytic approaches
clarity. rather than technological ones does not necessarily mean a lack of
• Edit the exploration so that it is easy to follow. conciseness.
• Ensure that you have a meaningful conclusion. However, repetitive calculations are not condoned.
• Cite references where appropriate.
A complete exploration
Include clear and sufficient descriptions of the • is self-sufficient,
approach/methods used. Include justifications and • requires no additional resources to clarify its intent or methods.
explanations for the written mathematical • has all its key ideas and processes adequately explained.
processes so that your peers can easily follow your • meets its stated aim(s).
argument.
Additional notes:
If in reading your work, the reader has to pause to Level 1 could be awarded for an exploration which shows
clarify how a process was used or where a result some organisation OR some coherence.
came from, this generally indicates flawed
communication. Grammatical and spelling errors which do not impede / stop
the understanding of the written exploration are condoned.
If, for any reason, you find that you are unable to
write the paper as you originally intended, then it Including “a table of contents” and /or “a word count” is
would be wise to adjust the intended aim helpful, however, these are not necessary and must not be
accordingly. used to justify levels in this assessment rubric.

23
 Criterion B: Mathematical Communication This criterion assesses the appropriateness of the
0. The exploration does not reach the standard mathematical presentation, in particular, to what extent the
described by the descriptors below. student is able to:
• use appropriate mathematical language
1. The exploration contains some relevant
(e.g. mathematical notation, symbols, terminology)
mathematical communication, which is partially
• define key terms, where required
appropriate. • use multiple forms of mathematical representation, such
2. The exploration contains some relevant, as formulae, diagrams, tables, charts, graphs and models,
appropriate mathematical communication. where appropriate.
3. The mathematical communication is relevant,
appropriate and is mostly consistent. Students are expected to use mathematical language
4. The mathematical communication is relevant, when communicating mathematical ideas, reasoning and
appropriate and consistent throughout. findings.

What to do: Students are encouraged to choose and use appropriate ICT tools
• Use mathematical language correctly. such as graphic display calculators, screenshots, graphing software,
• Avoid slang language such as “plug in”. spreadsheets, databases, drawing and word-processing software, as
• Use a variety of graphs, tables and diagrams appropriate, to enhance mathematical communication.
that:
o accompany the work in the appropriate Mathematical definitions and terminology are considered
place and not be attached to the end of under Criterion B.
the document,
o are clear and correctly labelled, Mathematical presentation is not the same as communication.
o enhance the clarity and improve the However, when there appears to be an overlap, care must be taken
communication of mathematical not to penalise a student for the same shortcoming in Criteria A and
ideas. Criteria B.
• Any “screen shots” from graphic
calculators should be labelled by There are multiple facets to Criterion B, including using correct
hand if necessary. notation, terminology, and selecting the appropriate mathematical
• Avoid using calculator notation when tool(s) and representation(s). In other words, mixing these different
writing mathematical expressions. forms to allow the most effective / significant progression of
mathematical ideas.
Notes on Mathematical Presentation
• Show clear progression in the Consistency in presentation is expected, but if there are
mathematical inconsistencies which do not adversely affect the use of
setting out / presentation. mathematics, they can be condoned.
• Define key terms, where required.
• Select appropriate mathematical tools In other words, an inconsistency that does not cause a problem in
(including information and the mathematics is less serious than one that does.
communication technology).
• Express results to an appropriate degree One or two small inconsistencies can be accepted as slips and
of accuracy (with reasons that reflect the not penalised.
context).
• Use “≈” for approximate numerical values
Calculator or computer notation should not be penalized if is
should use “≡” for an identity.
software generated. It is expected that students use appropriate
mathematical notation in their own work.

Level 3 can be achieved by using only one form of mathematical

representation as long as this is appropriate.

24
 Criterion C: Personal Engagement This criterion assesses the extent to which the student engages
0. The exploration does not reach the standard with the topic of their exploration by exploring the
described by the descriptors below mathematics and making it their own.
1. There is evidence of some personal engagement. Personal engagement is not the same as personal interest
2. There is evidence of significant personal
engagement. Personal engagement may be recognized in different attributes
3. There is evidence of outstanding personal and skills. These include:
engagement. • thinking independently and/or creatively
• addressing personal interests
What to do: • wondering about the topic from a mathematical point of view
• Choose a topic that you are genuinely • presenting mathematical ideas in their own way
interested in. • exploring the topic from different perspectives
• Ensure you explicitly refer to such personal • making and testing predictions
interest in the chosen topic early on in your
report. There must be evidence of personal engagement seen in the
• Use your own examples, language, solutions, exploration, a student that merely expresses interest in / excitement
proofs and explanations to illustrate for the topic may not achieve the higher levels. It is not sufficient
ownership of the topic and its mathematics. that a teacher comments that a student was highly engaged as seen
• If the exploration allows, show initiative and in class. This criterion does not assess a student’s effort, similarly it
go beyond the original aim. must not be used to penalise missed deadlines / late submission of
• Construct / simulate / try out practical work.
models for yourself and compare to
theoretical models. A “common investigation/textbook problem” is unlikely to achieve
the higher levels unless there is clear evidence that the student has
Additional Notes on Working Independently considered the problem from their own viewpoint or other
• Ask questions, make conjectures and contexts. This could be shown by considering and applying new
investigate mathematical ideas. mathematics.
• Read mathematics and research areas of
interest. Exploration of mathematics occurs when prior knowledge or well-
• Look for and create mathematical models established ideas are used by the student as a tool to approach a
for real- world situations. new question or curiosity of their own. For example, a student could
• Consider historical and global perspectives. use the methods seen in “Koch snowflake” to create their own
• Explore unfamiliar mathematics. fractal.

Significant: The student demonstrates authentic Look for evidence of genuine interest rather than “excitement”
personal engagement in the exploration on a few Don't just look at what the student writes about why he/she chose
occasions and it is evident that these drive the the topic, but how the student approaches the topic.
exploration forward and help the reader to better
understand the writer’s personal viewpoint. Is there evidence of
• demonstrating a convincing/genuine personal rationale for
Outstanding: The student demonstrates authentic choosing the topic
personal engagement in the exploration in numerous • showing their own original ideas, own collection of
instances and of a high quality. It is evident that these data/ measurements in parts of the exploration report.
drive the exploration forward in a creative way and • making their own plans to address / solve the problem
help the reader to better understand the writer’s • developing sample cases that help further the
personal viewpoint. There is a notion that the student understanding of the topic at hand
has developed through their approach. • thinking forward about the mathematics of the topic
(what if …?, what will happen next?, why?)
Abundant evidence refers to what is reasonable for a • displaying a sense of wonder about the present/future
DP student (rather than an experienced teacher) to that gives the reader a glimpse into the student’s
demonstrate in an exploration. perspective
• looking for or creating maths models for real-world situations
• making conjectures; doing independent research
• reading, analysing and /or applying unfamiliar mathematics
• considering historical and global implications/ perspectives

Also consider personality in communication and /or mathematical

presentation.

25
 Criterion D: Reflection This criterion assesses how the student reviews, analyses and
0. The exploration does not reach the standard evaluates the exploration. Although reflection may be seen in the
described by the descriptors below. conclusion, it may also be found throughout the exploration.
1. There is evidence of limited reflection.
2. There is evidence of meaningful reflection. Reflection may be demonstrated by:
• consideration of limitations, validity and/or extensions
3. There is substantial evidence of critical reflection. • relating mathematical ideas to personal/previous knowledge
• raising questions such as ‘what is the significance of what I
What to do: have learnt?’
• Regularly review your findings and interpret • considering ‘how could my ideas be extended in this context?’
results in context. • linking discussions to the aim(s) of the exploration
• Consider the scope / limitations /assumptions
for any models used. Reflection is:
• May use a questioning style to show critical • “pondering” about the mathematical processes applied /
reflection methods developed which takes place in the present/past
• a stepping stone that links one part of the report to the
Additional Notes on next
Discussing the implications of results • looking backward at “what could I have done differently?”
• Consider the significance of the exploration. • wondering about “how could I have extended this?”
• Consider the possible scope and / or • considering “what do my results actually mean?”
limitations of your work.
• State and comment on, in context where Limited / superficial
appropriate, the domain for any models or Simply describing results represents limited or superficial
formulae used. reflection. Further consideration is required to achieve the higher
• Provide contextual and mathematical reasons levels.
for the chosen level of rounding.
• Consider possible extensions Meaningful
• Make links to different fields/areas of maths. • There is enough consideration of some limitations
• Compares different mathematical approaches.
Also consider: • The reviews, analyses and/or evaluations are correct.
• discussing what each answer/result means, • Comments on what has been achieved.
commenting on its implication/significance in • Discusses what has been learnt about the mathematics.
the context of the exploration with a view to • Links to the aims.
suggest or make improvements;
• reporting on your emergent thinking and how Critical
this thinking led you to the next part of your Critical reflection is crucial, deciding or deeply insightful.
exploration; It will often develop the exploration by analysing the mathematical
• refining the approach taken when recognising results and their impact on how the exploration proceeds (this may
shortcomings; well enhance Criterion C) or how it may be extended.
• discussing and comparing the strengths and
weaknesses of the different approaches / It is interesting to note that those students who achieved high
perspectives used; levels against this criterion also scored highly against Criterion C
• discussing problems encountered, limitations because as they made an effort to overcome their perceived
of the approach used, relevance of the shortcomings they managed to demonstrate personal engagement
exploration. with their work.

Consider what is critical according to a typical DP student

Critical reflection may be achieved through asking:

• What next?
• What is the significance of what I have done / learned?
• What are the implications of my results?
• What are the limitations of this work?"
• Have I linked to the aims and adjusted my approach
accordingly

Substantial evidence means that reflection is present throughout the

exploration. If reflection only appears at the end of the exploration it
must be of high quality and demonstrate how it developed the
exploration in order to achieve level 3.

26
 Criterion E: Use of Mathematics HL This criterion assesses to what extent and how well students use
0. The exploration does not reach the standard mathematics in the exploration. Students are expected to produce
described by the descriptors below. work that is commensurate with the level of the course.
1. Some relevant mathematics is used. Limited
understanding is demonstrated. The mathematics explored should either be part of the syllabus, or at a
2. Some relevant mathematics is used. similar level or beyond. While topics listed in the “Prior Learning” are
The mathematics explored is partially correct. not considered commensurate with the level of the course, other topics
Some knowledge and understanding are not listed in the syllabus may be commensurate.
demonstrated.
3. Relevant mathematics commensurate with the If the level of mathematics is not commensurate with the level of
level of the course is used. The mathematics the course, a maximum of two marks can be awarded here.
explored is correct. Some knowledge and
understanding are demonstrated The mathematics can be regarded as correct even if there are
4. Relevant mathematics commensurate with the occasional minor errors as long as they do not detract from the flow
level of the course is used. The mathematics of the mathematics or lead to an unreasonable outcome.
explored is correct. Good knowledge and
understanding are demonstrated. Sophistication in mathematics may include:
5. Relevant mathematics commensurate with the • understanding and use of challenging mathematical concepts,
level of the course is used. The mathematics • looking at a problem from different perspectives
explored is correct and demonstrates the • seeing underlying structures to link different areas
sophistication and rigour. Thorough knowledge of mathematics.
and understanding are demonstrated.
6. Relevant mathematics commensurate with the Rigour involves:
level of the course is used. The mathematics • clarity of logic and reasoning when making mathematical
explored is precise and demonstrates the arguments and calculations.
sophistication and rigour. Thorough knowledge • Mathematical claims relevant to the development of
and understanding are demonstrated. the exploration must be justified or proved.

What to do: Precise mathematics is error-free and uses an appropriate level

• Demonstrate your knowledge, of accuracy at all times.
understanding and insight into the topic at
hand. Sophistication and rigour refer to the treatment of the topic and not
• Apply mathematics in different contexts. the topic itself. Topics that overlap with SL are still commensurate
• Develop an idea that may be connected to a with the HL course. However, to address the “sophistication and
variety of situations. rigour” descriptors, the mathematics should be used in an intricate
• Apply problem-solving techniques way that is beyond what could reasonably be expected of an SL
• Recognize and explain patterns, where student.
appropriate.
• Investigate abstract concepts, where Assess what the student did in their exploration against the criteria
appropriate. rather than what they “could have” done. Students should not be
inadvertently disadvantaged by the wealth of knowledge and
expertise that their teachers have.
A key word in the descriptors is demonstrate which means make clear by reasoning or evidence such as examples or
applications. Obtaining a correct answer or substitution into a known formula is not sufficient to demonstrate (some)
understanding. A student must demonstrate their understanding (even limited understanding) in order to achieve level 1 or
higher in this criterion.

For knowledge and understanding to be thorough, it must be demonstrated throughout the work. Lines of reasoning must be
shown to justify steps in the mathematical development of the exploration. Regression using technology is commensurate with
the level of the course, but understanding must be demonstrated in order for the candidate to achieve level 1 or higher.
For example, using the correlation coefficient r inappropriately to describe a non-linear correlation…etc. In some cases
students demonstrated mechanical knowledge of the technique used but no significant understanding as to why the
technique works.

The mathematics used need only be what is required to support the development of the exploration. This could be a few small
topics or even a single topic from the syllabus. It will be better to do a few things well, rather than a lot of things not so well.
If the mathematics used is relevant to the topic being explored, commensurate with the course, and evidently understood
by the student, then it can achieve a high level in this criterion. The exploration does not necessarily need to contain the
mathematical rigour and sophistication that is assessed in the latter parts of the examination papers, or that seen in old tasks.

It is acceptable for students to solve hard problems using “simple topics” and “harder topics” may be used to solve simpler
problems. In either situation, sophistication and rigour can be demonstrated. The use of technology is highly encouraged;

27
 however, higher levels are awarded for the sophisticated use of technology as oppose to the use of sophisticated
technology.

Criterion E: Use of Mathematics SL • The notes on the previous page are still
0. The exploration does not reach the standard described by the descriptors relevant here.
below.
1. Some relevant mathematics is used. • At SL, criterion E does not require the
2. Some relevant mathematics is used. use of mathematics to be
Limited understanding is demonstrated “sophisticated” or “rigorous”.
3. Relevant mathematics commensurate with the level of the course is used.
Limited understanding is demonstrated. • It is sufficient for the mathematics to be
4. Relevant mathematics commensurate with the level of the course is used. correct rather than “precise”.
The mathematics explored is partially correct.
Some knowledge and understanding are demonstrated.
5. Relevant mathematics commensurate with the level of the course is used.
The mathematics explored is mostly 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.
The “Use of mathematics” SL criterion assesses to what extent students use mathematics that is relevant to the exploration.
Relevant refers to mathematics that supports the development of the exploration towards the completion of its aim. Overly
complicated mathematics where simple mathematics would suffice is not relevant.

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 listed in the prior learning. The mathematics explored should either be part of the syllabus,
or at a similar level.
A key word in the descriptor is demonstrated. The command term demonstrate means “to make clear by reasoning or
evidence, illustrating with examples or practical application”. Obtaining the correct answer is not sufficient to demonstrate
understanding (even some understanding) in order to achieve level 2 or higher.

For knowledge and understanding to be thorough it must be demonstrated throughout.

The mathematics can be regarded as correct even if there are occasional minor errors as long as they do not detract from the
flow of the mathematics or lead to an unreasonable outcome.

Students are encouraged to use technology to obtain results where appropriate, but understanding must be demonstrated
in order for the student to achieve higher than level 1, for example merely substituting values into a formula does not
necessarily demonstrate understanding of the results.

The mathematics only needs to be what is required to support the development of the exploration. This could be a few small elements
of mathematics or even a single topic (or sub-topic) from the syllabus. It is better to do a few things well than a lot of things not so well.
If the mathematics used is relevant to the topic being explored, commensurate with the level of the course and understood by the
student, then it can achieve a high level in this criterion.

28
IA First Submission Marking Criteria
A: Presentation /4
0: The exploration does not reach the standard described by the descriptor below.
1: The exploration has some coherence or some organization.
o Some coherence but not well organized, or some organization but not coherent.
o No aim or rationale.
o Key explanations missing.
o Diagrams (if included) do not aid in the explanation.
2: The exploration has some coherence and shows some organization.
o Some mathematical and/or non-mathematical explanations are missing
o Coherent but not well organized, or well-organized but not coherent.
o May included aim or rationale.
o Aim doesn’t “fit” the rest of the paper.
o Some terms undefined.
o Repetitive work and/or calculations.
o Tables, diagrams, graphs etc. may not be explained.
o The diagrams may not aid the explanation very much.
o This is the highest achievement if a Q and A format is used.
3: The exploration is coherent and well organized.
o Solid introduction and conclusion.
o Most mathematical and/or non-mathematical explanations are clear.
o Aim and rationale included.
o Repetitive calculations.
o Aspects need clarification.
o Diagrams, graphs, tables etc. included, explained and aid in the exploration.
o Lacks conciseness (could be huge detracting tables that should be in an appendix.)
o Typing errors may detract from the flow.
o May include irrelevancies (hence lack of conciseness.)
o References included.
4: The exploration is coherent, well organized, and concise.
o Strong introduction (which includes the context of the exploration) and conclusion.
o Mathematical and/or non-mathematical explanations are clear and concise.
o Includes rationale (why topic chosen) and aim which is clearly identifiable.
o Exploration is logically developed.
o All appropriate avenues explored.
o Graphs and tables are appropriately placed within the exploration; extra-large table are
summarized in paper and then added in an appendix.
o Easy to follow (written for a peer audience).
o Proper citations and referencing where appropriate.

29
B: Mathematical Communication /4
0: The exploration does not reach the standard described by the descriptor below.
1: The exploration contains some relevant mathematical communication, which is partially
appropriate.
o Poor, minimal, or incorrect use of notation, terminology, and/or mathematical symbols.
o References to color, yet printed in black and white.
o Diagrams, tables, graphs etc may be unrelated.
o Missed opportunities to show mathematical language.
o Paper is descriptive rather than mathematical.
o Lack of appropriate ICT (information and communication technology) tools for the task.
2: The exploration contains some relevant appropriate mathematical communication.
o Inconsistent use of notation, terminology, variables, and/or mathematical symbols.
o Some key terms and variables defined.
o Some appropriate use of ICT tools for the task.
o Some graphs, diagrams etc are clear and labelled for clear communication. (ie. Some wasted
space on the graph by poor choice of domain and range)
3: The mathematical communication is relevant, appropriate and is mostly consistent.
o More consistent use of appropriate notation, terminology, variables, and mathematical
symbols.
o Many key terms and variables defined with some appropriate, clear, and concise language.
o Mostly correct use of mathematical language, terminology, symbols and notation (no *, or ^)
o Use of approximate (≈) instead of equal, appropriate use of subscripts.
o Mostly appropriate use of ICT tools for the task.
o Most graphs, diagrams etc are clear and appropriately scaled (zoomed in/out), labelled, and
referred to in text, for clear communication. (ie. Some wasted space on the graph by poor
choice of domain and range)
4: The mathematical communication is relevant, appropriate and consistent throughout.
o Key terms and variables explicitly defined.
o Correct use of mathematical language, terminology, symbols and notation (no *, or ^) use of
approximate ≈instead of equal, appropriate use of subscripts etc.
o Appropriate and varied forms of mathematical representation used (formulae, diagrams,
tables, charts, graphs, models)
o Appropriate ICT tools used for the task (spreadsheet, GDC, Geogebra, pencil and ruler, etc.)
o Appropriate degrees of accuracy for situation.
o Discrete versus continuous data clearly articulated if applicable.
o Graphs and diagrams appropriately labelled and scaled (zoomed in/out) for clear
communication.
ACCEPT THE GERMAN NOTATION: n ∈ \ {0} which means n ∈ but x ≠ 0

30
C: Personal Engagement /3
0: The exploration does not reach the standard described by the descriptor below.
1: There is evidence of some personal engagement.
o Student created examples but may not have been followed through.
o Student applies some unfamiliar mathematics and some research into it has taken place.
o Some independent thinking has occurred but limited.
o Some personal interest shown but limited.
2: There is evidence of significant personal engagement.
o Student created examples exist.
o Student explores and applies math.
o Some evidence of personal interest.
o Some personal involvement.
o Student shows independent thinking.
o Some research has been undertaken.
3: There is evidence of outstanding personal engagement.
o Works independently.
o Creates strong personal examples.
o Thinks creatively.
o Demonstrates personal interest.
o Present mathematical ideas in your own way.
o Looks for and creates mathematical models for real-world situations (if applicable).
o Asks questions, makes conjectures, investigates mathematical ideas.
o Researches the area of interest.
o Considers different perspectives (historical or global or local).
o Actively explores, learns, applies and describes unfamiliar (yet appropriately challenging)
mathematics.
o Shows independent thinking.
o Highly original work.
o Shows personal ownership of the work.
o Asks questions to explore and explores them.
o Passion and interest is abundant in the overall read of the paper.

31
D: Reflection /3
0: The exploration does not reach the standard described by the descriptor below.
1: There is evidence of limited reflection.
o Very limited, simple and superficial reflection.
o Opportunities for reflection were not taken.
o Some questions raised.
2: There is evidence of meaningful reflection.
o Student makes connections and links to other mathematical ideas.
o Some questions raised.
o Implications of the results are considered.
o Reflection on results and findings.
o Accuracy and reasonableness considered.
o Reflection is meaningful (but not critical).
o A limited discussion on possible limitations (and/or extensions, improvements).
o Not enough questions are raised. What if I did….
3: There is substantial evidence of critical reflection.
o Discusses the implications of results.
o Accuracy and reasonableness considered and discussed.
o Considers the significance of the findings and results.
o Possible limitations (and/or extensions, improvements).
o Connections or links to other fields and mathematical areas.
o Choices of approach are considered and evaluated along the process.
o Critical reflection demonstrated throughout (if applicable) and in conclusion.
o Considers personal examples and work.
o Mathematical difficulties, problems and contradictions discussed.
o Critical reflection on what has been learned.
o Insightful questions raised. What if I ….

32
E: Use of Mathematics (HL) /6
0: The exploration does not reach the standard described by the descriptor below.
o There is no use of mathematics.
o No mathematical strategy used.
o Descriptive not mathematical in nature.
1: Some relevant mathematics is used. Limited understanding is demonstrated.
o Mathematics is not at HL level.
o Elementary mathematical strategies used.
o Largely descriptive with some mathematics.
2: Some relevant mathematics is used. The mathematics explored is partially correct. Some knowledge and
understanding are demonstrated.
o Mathematics is not at HL level.
o Limited demonstration of understanding.
o Can apply the methods without elaboration.
o There is some correct mathematics.
3: Relevant mathematics commensurate with the level of the course is used. The mathematics explored is
correct. Some knowledge and understanding are demonstrated.
o Mathematics is in the syllabus, at a similar level or beyond.
o Limited demonstration of understanding.
o Can apply the methods without elaboration.
o There is some correct mathematics.
4: Relevant mathematics commensurate with the level of the course is used. The mathematics explored is
correct. Good knowledge and understanding are demonstrated.
o Some demonstration of understanding of “why”.
o Can apply the method but not the deeper why.
o The mathematics is partially correct.
o Some connections or links made to other areas of mathematics.
5: Relevant mathematics commensurate with the level of the course is used. The mathematics explored
is correct and demonstrates sophistication or rigour. Thorough knowledge and understanding are
demonstrated.
o Mathematics is understood.
o Correctly explores the mathematics from various perspective or angles.
o Applies some problem-solving techniques
o Where appropriate patterns are recognized and explained.
o Applies mathematics in different contexts.
o A sophistication of mathematics is shown.
o Identifies links to different areas of mathematics.
o Contains mathematical rigor.
o Mathematics is mostly error-free and uses appropriate level of accuracy most of the time.
6: Relevant mathematics commensurate with the level of the course is used. The mathematics explored is
precise and demonstrates sophistication and rigour. Thorough knowledge and understanding are
demonstrated.
o Mathematics is fully understood.
o Correctly explores the mathematics from various perspective or angles.
o Applies problem solving techniques
o Is mathematically rigorous.
o A sophistication of mathematics is shown.
o Identifies links to different areas of mathematics.
o Clarity of mathematical language and logic when making mathematical arguments and calculations.
o Precise mathematics is error-free and uses appropriate level of accuracy at all times.
33
E: Use of Mathematics (SL) /6
0: The exploration does not reach the standard described by the descriptor below.
o There is no use of mathematics.
o No mathematical strategy used.
o Descriptive not mathematical in nature.
1: Some relevant mathematics is used.
o Mathematics is not at SL level.
o Elementary mathematical strategies used.
o Largely descriptive with some mathematics.
2: Some relevant mathematics is used. Limited understanding is demonstrated.
o Mathematics is not at SL level.
o Limited demonstration of understanding.
o Can apply the methods without elaboration.
o There is some correct mathematics.
3: Relevant mathematics commensurate with the level of the course is used. Limited understanding
is demonstrated.
o Mathematics is in the syllabus, at a similar level or beyond.
o Limited demonstration of understanding.
o Can apply the methods without elaboration.
o There is some correct mathematics.
4: Relevant mathematics commensurate with the level of the course is used. The mathematics
explored is partially correct. Some knowledge and understanding are demonstrated.
o Some demonstration of understanding of “why”.
o Can apply the method but not the deeper why.
o The mathematics is partially correct.
o Some connections or links made to other areas of mathematics.
5: Relevant mathematics commensurate with the level of the course is used. The mathematics
explored is mostly correct. Good knowledge and understanding are demonstrated.
o Mathematics is understood.
o Correctly explores the mathematics from various perspective or angles.
o Applies some problem-solving techniques
o Where appropriate patterns are recognized and explained.
o Applies mathematics in different contexts.
o A sophistication of mathematics is shown.
o Identifies links to different areas of mathematics.
o Contains mathematical rigor.
o Mathematics is mostly error-free and uses appropriate level of accuracy most of the time.
6: Relevant mathematics commensurate with the level of the course is used. The mathematics
explored is correct. Thorough knowledge and understanding are demonstrated.
o Mathematics is fully understood.
o Correctly explores the mathematics from various perspective or angles.
o Applies problem solving techniques
o Is mathematically rigorous.
o A sophistication of mathematics is shown.
o Identifies links to different areas of mathematics.
o Clarity of mathematical language and logic when making mathematical arguments and
calculations.
o Precise mathematics is error-free and uses appropriate level of accuracy at all times.

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