EXEMPLAR OF A MATHS REPORT

This is an example of a mathematics report with some notes to help you understand the report genre. The report text
column shows an example of a report including the sections and headings that should be used. The highlighted words and
phrases show some common terms and language conventions used when writing a mathematics report. These terms can be
used in your report also. A report is generally written in passive past tense and uses non-subjective language, based on facts
and actual results. The notes column has tips and hints for each section of the report.
Notes Report Text
The title should provide a
context An Investigation of the Role of Gender in Concentration Times
An introduction should 1.0 Introduction
answer the following: This report, intended to determine if there is a relationship between gender and
1. What was investigated? concentration times. During the investigation, participants were asked to
2. What mathematical complete an exercise performance test that required high levels of concentration
concepts were involved?
to complete and their times were recorded. The concentration times of seven Year
3. How this was investigated?
Nine classes were collected and the data from each gender group was collated
(organised) and compared. A back-to-back stem and leaf plot, measures of centre
and measures of spread were considered and analysed to test the argument that a
particular gender has better concentration than the other.

2.0 Observations, Assumptions and Procedures

Clearly identify any: Data was collected from seven Year Nine mathematics classes totalling 147 males
 observations and 148 females. The concentration time, in seconds, of every student was
 variables recorded against his or her gender. The time of concentration was determined
 assumptions through an exercise performance experiment. It is assumed that times were
 use of mathematical recorded accurately, and averages calculated are valid reflections of each
procedures, concepts and
students’ ability to concentrate. It is also assumed that this group of Year Nine
techniques
students are a representative sample of Year Nine students across Australia.
 use of technology

To compare the data, statistical displays and measures were calculated and
analysed. This included a back-to-back stem and leaf plot, measures of centre
(mean and median) and measures of spread (range). Excel was used to calculate
these measures.

3.0 Data Analysis

This is where you SOLVE the Back‐to‐back stem‐and‐leaf plot
problem. Show all your working The display below, constructed manually, shows a back‐to‐back stem‐and‐leaf plot
and outline the thinking behind to compare male and female concentration times. Stems of five-second intervals
the mathematical procedures. have been used.
Solutions can be found using
algebraic, graphic, arithmetic
and/or numeric methods, with
and/or without technology.

Data analysis is where all the

data for the research is
presented. It should include all
relevant tables, graphs and
calculations.

All tables and graphs should be

labelled and if necessary show
a caption.

Each table and graph should

have a brief explanation and
any other important
information.
Any bulky unnecessary working
or spreadsheets should be in
the appendix at the end and
referred to in brackets.
It is not necessary to use excel
to make calculations. Any
suitable method (technology or
manual) is acceptable as long
as the formula and working are
shown in the appendix.
The evaluation is where the
data/results/model is analysed
through:
 Validity
 Strengths and limitations
 Refinement
Validity: make judgments about
solutions or methods; examine
and determine the significance
or determine the justification
of decisions made using
mathematical reasoning
Measures of Centre and Spread
Mean, median and range values were calculated using formula functions in
Microsoft Excel (spreadsheet formula and working refer to Appendix 7.1)
Group Sample Mean Median Range
size (seconds) (seconds) (seconds)
Male 147 45.34 44 84
Female 148 42.57 41.5 69
Combined 295 43.95 42 84
4.0 Evaluation
The stem and leaf plot shows both samples have a similar distribution of data.
The majority of concentration times fall between 25 to 55 seconds for both
groups. Both median scores (bolded and underlined on the stem and leaf plot) lie
on the 40 to < 45 second stem row. Female participants had a lower median
concentration time (41.5 seconds). The modal stem for males is 45 to 49 whilst
for females it is 35 to 39. The male sample has greater variability in concentration
times, and includes the lowest (23 seconds) and highest (107 seconds)
concentration times recorded. Male participants had a larger number of
concentration times that were greater than 60 seconds.
Female distributions consistently had lower modal class intervals in the back‐to‐
back stem‐ and‐leaf plot. The female median (41.5 seconds) was lower than the
male median (44 seconds). The range of the female data (69 seconds) was smaller
than that of the males (84 seconds), indicating that the female sample performed
more consistently than the male sample; however, at a lower rate. Mean and
median concentration times were higher for the male sample indicating a better
performance on the concentration exercise by males. The male sample has a
greater range of data, indicating that the male ability to concentrate varies more
significantly for the males in this population than the females. For each sample,
the mean is greater than the median; therefore, the distributions are likely to be
skewed.
Overall, this data set indicates that the males in this sample have better
concentration times than females. Comparing this to the results reported on a
large web-based sample that suggested modest, but consistent, gender
differences in sustained attentional control, the results of this investigation
support findings from other research.
 Strengths and limitations
How can you improve your
investigation? (If you can do
this, then refine your model
here)
Explain again, what is the
problem to be solved?
What mathematical processes
were used to solve the
problem?
What was the final solution you
found to the problem?
What recommendations can be
made for solving the problem?
What conclusions can now be
drawn?
The conclusion will contain the
final solution. It should be short
and give recommendations for
future research. It will need to
summarise the mathematical
evidence for this
solution/recommendation.
References list any sources
used or referred to in the text.
The appendix will contain extra
calculations and possibly an
excel spreadsheet.
ATTACH AN EXTRA PAGE FOR
APPENDIX IF NEEDED
ON THE NEXT PAGE IS A LIST OF PHRASES AND TERMINOLOGY THAT ARE OFTEN USED IN A MATHS REPORTS. YOU CAN USE
ANY OF THESE WHEN WRITING YOUR OWN REPORT.
CHALLENGE: IN THE EXEMPLAR ABOVE, CIRCLE ANY OF THE PHRASES OR WORDS YOU CAN FIND FROM THE LIST.
The results of this investigation are supported by those of larger studies and seem
somewhat reliable and valid. The study included a large number of participants
from each gender group. However, the reliability and validity of the results is
limited by the fact that data was collected from each student after a single trial.
Additionally, all students completed the investigation at the same time of day. It is
unclear if these variables would affect the results and conclusions drawn in this
report. Additionally, it is unclear if the results would be similar when
concentration times are collected during non-physical activity.
To refine this investigation, each student should participate in the experiment
multiple times and an average of their results be calculated and used for
comparison. Additionally, more reliable results could be collected if the time of
day the experiments are conducted is also varied to have a better indication of
how student’s concentration times change across a day. Finally, Further trials to
test concentration times during non-physical activity are recommended.
5.0 Conclusion
The measures of centre suggest that males Year Nine students can concentrate for
longer time periods than females during physical activity. However, considering
these values are less than 3 seconds different and the whole data set ranges from
23 to 107 seconds, this could be considered an insignificant difference. In addition,
the male sample is more widely distributed suggesting individual male
concentration time is more varied. The fact that the distributions of both samples
are very similar in shape and scale on the stem and leaf plot supports the
conclusion that there is no significant difference in concentration time between
males and females. Therefore, it can be concluded that there is no significant
relationship and that in general, males and females have very similar
concentration times.
6.0 References
Riley, E., Okabe, H., Germine, L., Wilmer, J., Esterman, M., & DeGutis, J. (2016).
Gender Differences in Sustained Attentional Control Relate to Gender Inequality
across Countries. PloS one, 11(11), e0165100. doi:10.1371/journal.pone.0165100
7.0 Appendix
7.1 Below is the excel formula spreadsheet used to calculate the measures of
center and spread:
Describing trends in graphs/tables Expressing views Supporting/reasoning
Rise / Increase / Grow / Jump to The issue of… For example Admittedly…
Peak / Reach a peak or a maximum value (Some/many) people say/think/argue that… For instance Certainly…
Hit to the highest point It has been argued that… Due to… As a result…
Fall / Drop / Decline / Tail off / Diminish It is understood that…/it is true that… Indeed Of course…
Dip to [x] / Fall to the lowest point / Decrease It is generally accepted/believed that… Naturally, In fact…
Remain the same / Reach a plateau There is some controversy whether it is… Obviously In order to
Remain stable / Stay constant / Level out It is quite common … Surely Thus
Stabilise / Remain the same / Fluctuate Because of …such as…
Expressing personal opinion [avoid in Maths!] So / …so that… Consequently
Describing how fast a change takes place I tend to disagree/agree… Clearly Therefore
(as an adjective or an adverb, modify as required) Generally/in general I agree with the argument In my experience
Sharp Exponentially Marginally I would argue that… I feel strongly that… Let me illustrate
Rapid Well over Slight I firmly believe that… I trust that… (In) this way…
Substantial Relative Gentle It seems to me that… It is by far… A good example of this is
Dramatical Linearly Feeble I tend to think that… In my view… If this is/were the case…
Considerable Approximately Negligible I feel that … It is my opinion that… The most important reason…
Steep Proportionally Roughly I think that… In my opinion,… Another reason…
Major Inversely Moderate For example/For instance
Significant Similarly Steady Rejecting an argument [avoid first person!] As a consequence
Sudden More/less than Gradual I am unconvinced by/that… For this reason
I don’t believe that…
Introducing/ commenting on a graph It is hard (for me) to accept that… Conjunctions
There is little evidence to support… and, or, nor, but, yet, so, for
According to the graph… It is unjustifiable to say that…
…being recorded I (sincerely) doubt that… Showing contrast
…with x number at… While it is true that…
…marks the biggest change Proposing Whilst / while
…followed by One solution could be… Whereas
Over/during a time period of… Measures should be taken to…so… However
Between year A… and year B… This could be achieved by… On the other hand
graph shows Action should be taken to… Even so / even though
line graph illustrates It would be worthwhile doing… Nevertheless
The bar graph describes It would be excellent… Less/more… than
This diagram represents It is essential that… …different from
table compares …differ(ence)…
chart indicates Comparing Although
Likewise In contrast to
Adding up arguments Similarly Contrary to / on the contrary
Furthermore Finally Just us Unlike
In addition What is more In the same way Despite the fact that…
With reference to… Moreover As…as Whatever
Firstly/secondly More and more Like/ alike In spite of…
Last but not least Besides …to reflect Even though…
As well as As for… …to mirror It is however interesting…
What is more Similarly …to have in common
One of the most… Then,… In comparison, Conclusion
Another benefit is… Also... Unlike… To sum up…/ To summarise…
First of all… Anyway… Overall…/ In summary…
Besides Likewise Quantifiers In the final analysis…
Regarding… with regard to… Very large quantities innumerable In conclusion/To conclude…
One of the greatest advantages is… countless All in all…
We shouldn’t forget that… Large quantities much (of) Ultimately…
On the one / other hand many (of) Having weighed up both sides of
To begin with / the first thing that… a great deal of the issue…
One way to…/ another way to… a large number of Taking all these points into
Another factor to consider is… a large proportion of consideration…
Small or average a few All things considered…
Explaining/Rephrasing quantities some For the reasons mentioned above…
In other words… several In short/ In brief…
By this… I mean… Very small quantities Few / little In general,…
That is to say… not many ...it can be seen / it can be said
To be more precise… a small number of ...it is clear that / it would seem
Here I’m referring to… a small proportion of