Mathematics: analysis and approaches teacher support material
Achievement levels
Criterion A: Presentation
Achievement level Descriptor
0 The exploration does not reach the standard
described by the descriptors below.
1 The exploration has some coherence or some
organization.
2 The exploration has some coherence and shows
some organization.
3 The exploration is coherent and well organized.
4 The exploration is coherent, well organized,
concise.
The “presentation” criterion assesses the organization and coherence of the exploration.
A coherent exploration is logically developed, easy to follow and meets its aim. This refers to the
overall structure or framework, including introduction, body, conclusion and how well the different
parts link to each other.
A well-organized exploration includes an introduction, describes the aim of the exploration and has
a conclusion. Relevant graphs, tables and diagrams should accompany the work in the appropriate
place and not be attached as appendices to the document. Appendices should be used to include
information on large data sets, additional graphs, diagrams and tables.
A concise exploration does not show irrelevant or unnecessary repetitive calculations, graphs or
descriptions.
The use of technology is not required but encouraged where appropriate. However, the use of
analytic approaches rather than technological ones does not necessarily mean lack of conciseness,
and should not be penalized. This does not mean that repetitive calculations are condoned.
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Mathematics: analysis and approaches teacher support material
Criterion B: Mathematical communication
Achievement level Descriptor
0 The exploration does not reach the standard
described by the descriptors below.
1 The exploration contains some relevant
mathematical communication, which is partially
appropriate.
2 The exploration contains some relevant
appropriate mathematical communication.
3 The mathematical communication is relevant,
appropriate and is mostly consistent.
4 The mathematical communication is relevant,
appropriate and consistent throughout.
The “mathematical communication” criterion assesses to what extent the student has:
• used appropriate mathematical language (notation, symbols, terminology). Calculator and
computer notation is acceptable only if it is software generated. Otherwise it is expected that
students use appropriate mathematical notation in their work
• defined key terms and variables, where required
• used multiple forms of mathematical representation, such as formulae, diagrams, tables, charts,
graphs and models, where appropriate
• used a deductive method and set out proofs logically where appropriate
Examples of level 1 can include graphs not being labelled, consistent use of computer notation with
no other forms of correct mathematical communication.
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Mathematics: analysis and approaches teacher support material
Level 4 can be achieved by using only one form of mathematical representation as long as this
is appropriate to the topic being explored. For level 4, any minor errors that do not impair clear
communication should not be penalizsed.
Criterion C: Personal engagement
Achievement level Descriptor
0 The exploration does not reach the standard
described by the descriptors below.
1 There is evidence of some personal
engagement.
2 There is evidence of significant personal
engagement.
3 There is evidence of outstanding personal
engagement.
The “personal engagement” criterion assesses the extent to which the student engages with the topic
by exploring the mathematics and making it their own. It is not a measure of effort.
Personal engagement may be recognized in different ways. These include thinking independently
or creatively, presenting mathematical ideas in their own way, exploring the topic from different
perspectives, making and testing predictions. Further (but not exhaustive) examples of personal
engagement at different levels are given in the teacher support material (TSM).
There must be evidence of personal engagement demonstrated in the student’s work. It is not
sufficient that a teacher comments that a student was highly engaged.
Textbook style explorations or reproduction of readily available mathematics without the candidate’s
own perspective are unlikely to achieve the higher levels.
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Mathematics: analysis and approaches teacher support material
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 to better
understand the writer’s intentions.
Outstanding: The student demonstrates authentic personal engagement in the exploration in
numerous instances and they are of a high quality. It is evident that these drive the exploration
forward in a creative way. It leaves the impression that the student has developed, through their
approach, a complete understanding of the context of the exploration topic and the reader better
understands the writer’s intentions.
Criterion D: Reflection
Achievement level Descriptor
0 The exploration does not reach the standard
described by the descriptors below.
1 There is evidence of limited reflection.
2 There is evidence of meaningful reflection.
3 There is substantial evidence of critical
reflection.
The “reflection” criterion assesses how the student reviews, analyses and evaluates the exploration.
Although reflection may be seen in the conclusion to the exploration, it may also be found
throughout the exploration.
Simply describing results represents limited reflection. Further consideration is required to achieve
the higher levels.
Some ways of showing meaningful reflection are: linking to the aims of the exploration, commenting
on what they have learned, considering some limitation or comparing different mathematical
approaches.
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Mathematics: analysis and approaches teacher support material
Critical reflection is reflection that is crucial, deciding or deeply insightful. It will often develop the
exploration by addressing the mathematical results and their impact on the student’s understanding
of the topic. Some ways of showing critical reflection are: considering what next, discussing
implications of results, discussing strengths and weaknesses of approaches, and considering different
perspectives.
Substantial evidence means that the critical reflection is present throughout the exploration. If it
appears at the end of the exploration it must be of high quality and demonstrate how it developed
the exploration in order to achieve a level 3.
Criterion E: Use of mathematics
The achievement levels and descriptors for criterion E are different for SL and HL.
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Mathematics: analysis and approaches teacher support material
SL only
Achievement level Descriptor
0 The exploration does not reach the standard
described by the descriptors below.
1 Some relevant mathematics is used.
2 Some relevant mathematics is used. Limited
understanding is demonstrated.
3 Relevant mathematics commensurate with
the level of the course is used. Limited
understanding is demonstrated.
4 Relevant mathematics commensurate with the
level of the course is used. 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.
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Mathematics: analysis and approaches teacher support material
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.
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Mathematics: analysis and approaches teacher support material
HL only
Achievement level Descriptor
0 The exploration does not reach the standard
described by the descriptors below.
1 Some relevant mathematics is used. Limited
understanding is demonstrated.
2 Some relevant mathematics is used. The
mathematics explored is partially correct.
Some knowledge and understanding are
demonstrated.
3 Relevant mathematics commensurate with the
level of the course is used. The mathematics
explored is correct. Some knowledge and
understanding are demonstrated.
4 Relevant mathematics commensurate with the
level of the course is used. The mathematics
explored is correct. Good knowledge and
understanding are demonstrated.
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.
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.
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Mathematics: analysis and approaches teacher support material
The “Use of mathematics” HL criterion assesses to what extent students use relevant mathematics in
the exploration.
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, at a similar level or slightly beyond.
However, mathematics of a level slightly beyond the syllabus is not required to achieve the highest
levels.
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. Lines of
reasoning must be shown to justify steps in the mathematical development of 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.
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. Precise
mathematics is error-free and uses an appropriate level of accuracy at all times.
Sophistication: To be considered as sophisticated the mathematics used should be commensurate
with the HL syllabus or, if contained in the SL syllabus, the mathematics has been used in a
complex way that is beyond what could reasonably be expected of an SL student. Sophistication in
mathematics may include understanding and using challenging mathematical concepts, looking
at a problem from different perspectives and seeing underlying structures to link different areas of
mathematics.
Rigour involves clarity of logic and language when making mathematical arguments and calculations.
Mathematical claims relevant to the development of the exploration must be justified or proven.
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