IB MATHEMATICS HL/SL EXPLORATION MARKING CRITERIA

A: COMMUNICATION (4)
• “WOAH”
• Organization: the overall structure or framework, including intro, body, conclusion, etc
• Coherence: how well different parts link to each other; the flow
• Expressing ideas clearly
• Structuring ideas in a logical manner
• Easy to follow
• Includes relevant Introduction, conclusion, explicit aim (the what) & rationale (the why)
• Focusing on the aim and avoiding irrelevance; the written work and conclusion relates back to the
aim
• Key ideas and concepts are clearly explained (not including math definitions and terminology)
• Using language appropriate for their peers
• Graphs, tables and diagrams should accompany the work in the appropriate place and not be
attached as appendices to the document
• Acknowledging sources where they occur in the work not just in the bibliography
• Repetitive calculations are not condoned

0 The exploration does not reach the standard described by the descriptors
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 and complete.

B: MATHEMATICAL PRESENTATION (3)

• Using appropriate mathematical language and representation (notation, symbols, terminology)

• Math definitions & terminology explained
• Selecting appropriate technology (graphic display calculators, screenshots, graphing, spreadsheets,
databases, drawing, word-processing software, etc) to enhance the paper
• No computer notation (*, ^, Sqrt, etc) unless software generated
• Graphs should be included with a purpose
• Labelling the axes of graphs
• Expressing results to an appropriate degree of accuracy (taking the context into account)
• Use approximation signs where appropriate
• Use multiple forms of mathematical representation, such as formulae, diagrams, tables, charts,
graphs and models, where appropriate.

0 The exploration does not reach the standard described by the descriptors.
1 There is some appropriate mathematical presentation.
2 The mathematical presentation is mostly appropriate.
3 The mathematical presentation is appropriate throughout.

Parts taken from the IB Math SL TSM & Subject Guide 2014 E. Thompson 2015
C: PERSONAL ENGAGEMENT (4)

• Looking forward
• Asking and answering questions: “I wonder if…”, “What would happen if…” “Why does that
happen…”
• Expressing ideas in an individual way
• Asking questions, making conjectures and investigating mathematical ideas
• Reading mathematics and researching areas of interest
• Looking for and creating mathematical models for real-world situations
• Considering historical and global perspectives
• Demonstrating that he or she has “made the exploration their own”
• Collecting their own data
• Thinking creatively
• Addressing personal interest
• Presenting mathematical ideas in their own way.
• Evidence that the student makes the work their own, not just simply a written report.
• Can you hear the student’s voice?
• “Abundant evidence” refers to what is reasonable for a DP student (rather an experience teacher)

0 The exploration does not reach the standard described by the descriptors.
1 There is evidence of limited or superficial personal engagement.
2 There is evidence of some personal engagement.
3 There is evidence of significant personal engagement.
4 There is abundant evidence of outstanding personal engagement.

D: REFLECTION (3)

• Looking backwards
• How the student reviews, analyses and evaluates the exploration.
• Considering the significance of the exploration
• Making links to different fields and/or areas of mathematics
• More than just a conclusion
• Reflections on the analytical process of exploring
• Simply describing results represents limited or superficial reflection
• Some ways to show meaningful reflection: linking to aim, commenting on what they have learned,
considering limitations and/or extensions, comparing different mathematical approaches, etc.
• Some ways of showing critical reflection: considering what next, discussing implications of results,
discussing strengths and weaknesses of approaches, considering different perspectives, etc.
• Substantial evidence means that reflection is present throughout the exploration

0 The exploration does not reach the standard described by the descriptors.
1 There is evidence of limited or superficial reflection.
2 There is evidence of meaningful reflection.
3 There is substantial evidence of critical reflection.

Parts taken from the IB Math SL TSM & Subject Guide 2014 E. Thompson 2015
E: USE OF MATHEMATICS (6)

• Demonstrating knowledge and understanding; a correct answer is not sufficient

• For knowledge and understanding to be thorough, it must be demonstrated throughout the work
• Producing work that is within the level of the course. It should not be solely based on mathematics
listed in the prior learning.
• Applying mathematics in different contexts
• Applying problem-solving techniques
• Recognizing and explaining patterns, where appropriate
• Rigour involves clarity of logic and language when making mathematical arguments and
calculations.
• Precise mathematics is error-free and uses an appropriate level of accuracy at all times.
• Showing they really understand the mathematical concepts and can apply them
• If using regression, the student should be explaining and justifying their choice of model
• To score higher than a 3, understanding of the math must be shown. Simply getting a correct
answer does not necessarily show understanding.

Note: If the level of mathematics is not commensurate with the level of the course, a maximum of two
marks can be awarded.

Note 2: A piece of 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.

Note 3: This is the only criterion that should differ from SL to HL.

Descriptors for SL:

0 The exploration does not reach the standard described by the descriptors.
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.

Parts taken from the IB Math SL TSM & Subject Guide 2014 E. Thompson 2015