2 INT Mathematics Internal Assessment HL and SL 2022/2023 EJM

What is a mathematics internal assessment?

Internal assessment is an integral part of the course and is compulsory for all students. It enables
students to demonstrate the application of their skills and knowledge, and to pursue their personal
interests, without the time limitations and other constraints that are associated with written examinations.
Internal assessment in mathematics is an individual exploration. This is a piece of written work that
involves investigating an area of mathematics. The emphasis is on mathematical communication
(including formulae, diagrams, graphs and so on), with accompanying commentary, good mathematical
writing and thoughtful reflection.

The final report should be approximately 4 - 5 pages long including diagrams and graphs: however,
it is the quality of the mathematical writing that is important, not the length. It must be word-processed.

Students should be able to explain all stages of their work in such a way that demonstrates clear
understanding.

It is marked according to five assessment criteria.

Criterion A Presentation [4 marks]

This criterion assesses the organisation and coherence of the exploration.
A well-organized exploration can stand on its own. A coherent exploration is logically developed and
easy to follow. It includes an introduction, describes the aim of the exploration and has a conclusion.
A coherent exploration is logically developed, easy to follow and meets its aim.
Relevant graphs, tables and diagrams should accompany the work in the appropriate place and not be
attached as appendices to the document.
A concise exploration does not show irrelevant or unnecessary repetitive calculations, graphs or
descriptions.

Criterion B Mathematical Communication [4 marks]

This criterion assesses to what extent the student has :
• Used appropriate mathematical language (notation, symbols, terminology)
• 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
.

Criterion C Personal engagement [3 marks]

This criterion assesses the extent to which the student engages with the topic by exploring the
mathematics and making it their own. Personal engagement may be recognized in different attributes
and skills. These include meeting the deadlines, thinking independently and/or creatively, addressing
personal interest and presenting mathematical ideas in his or her own way.

Criterion D Reflection [3 marks]

This criterion assesses to what extent and how well the student reviews, analyses and evaluates the
exploration. Reflection must be found throughout the exploration.
Students should discuss the scope and limitations of their work. They should address the mathematical
results and their impact on the student’s understanding of the topic, discuss strengths and weaknesses
of approaches and consider different perspectives.
Criterion E Use of mathematics [6 marks]
This criterion assesses to what extent the student uses relevant mathematics in the exploration.
Students are expected to produce a work that is commensurate with the level of the course;
mathematics of a level slightly beyond the syllabus is not required to achieve the highest level.
This criterion assesses the understanding and the use of challenging mathematical concepts, looking at
a problem from different perspectives and seeing underlying structures to link different areas of
mathematics.
The student needs to demonstrate understanding, through reasoning or evidence, illustrating with
examples or practical application.
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.
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.

Guidance and authenticity

The exploration submitted for internal assessment must be the student’s own work. However, it is not
the intention that students should decide upon a title or topic and be left to work on the exploration
without any further support. Students therefore are encouraged to communicate with their teacher to
obtain advice and information, and will not be penalised for seeking guidance.

At the end of the whole process, each student must sign a statement confirming that the work is his
or her authentic work and constitutes the final version of that work.

Authenticity will be checked by discussion with the student on the content of the work, and scrutiny of
one or more of the following:
• The first draft of the written work,
• The references cited, if any,
• The style of writing compared with work known to be that of the student.

Group work must not be used for mathematical explorations. Each exploration is an individual piece
of work based on different data collected or measurements generated.
Students should be aware that all work connected with the exploration, including the writing of the
exploration, should be their own.

Time line
…Jan 2nd ... Presentation of the mathematical exploration.
Presentation of the possible task questions

…Jan 12th … Students turn in the attached form, where they indicate:
• The title of the task they choose to explore,
• All questions they feel necessary to ask.

…Feb 14th ... Students must have a first draft ready in Homeroom. Teachers will comment
on it during classtime and give some feed-back. Draft exploration in class.
PDF digital version sent to teacher.

…May 9th ... The final version of the exploration is collected during Homeroom.
2 INT Mathematics Internal Assessment HL and SL 2022/2023 EJM

Choice Form

Name : ………………………………. Level: SL HL

Exploration(s): Clearly indicate the subject of exploration (or explorations if you haven’t
made your choice) you have chosen to tackle

Brief outline of exploration(s) :

Mathematical concepts explored, proofs required
Data collected (if this is the case)
Personal interest in the topic
Direction taken

Questions :