INTRODUCTION TO

MATHEMATICS IA
THE EXPLORATION

FEB 2023
▪Internal assessment in Mathematics is an
individual exploration.
▪This is a piece of written work that
involves exploring an area of
mathematics.
▪It is marked according to five assessment
criteria and contributes 20% of the final
IB grade.
Criteria Details Marks
A Presentation 4
B Mathematical Communication 4
C Personal Engagement 3
D Reflection 3
E Use of Mathematics 6
TOTAL MARKS 20

THE
ASSESSMENT
CRITERIA
THE ASSESSMENT CRITERIA

Keywords
Coherent
Well organized
concise
 THE ASSESSMENT CRITERIA A
Presentation
❖ Expressing ideas clearly
❖ Identifying a clear aim for the exploration
❖ Focusing on the aim and avoiding irrelevance
❖ Structuring ideas in a logical manner
❖ Including graphs, tables and diagrams at appropriate
places
❖ Editing the exploration so that it is easy to follow
❖ Citing references where appropriate
THE ASSESSMENT CRITERIA

Keywords
Mathematical language
Relevant
Consistent
THE ASSESSMENT CRITERIA B
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
❑ Table should not be split over two pages

❑ used a deductive method and set out proofs logically where appropriate
❑ Discuss the degree of accuracy for the rounded off values in relation to the
context of the exploration
THE ASSESSMENT CRITERIA

Keywords
Some evidence
Significant
Outstanding
THE ASSESSMENT CRITERIA
Personal engagement
❖ Give a rationale for your study
❖ Thinking independently or creatively
❖ Presenting mathematical ideas in your own way
❖ Exploring the topic from different perspectives
❖ Looking for and creating mathematical models for real-
world situations
❖ Making and testing predictions
❖ Considering historical and global perspectives
❖ Exploring unfamiliar mathematics
❖ Making your own examples
❖ Recognize and explain the purpose of processes used
THE ASSESSMENT CRITERIA

Keywords
Limited reflection
Meaningful reflection
Substantial evidence
Critical reflection
THE ASSESSMENT CRITERIA
Reflection
❖ Linking result to the aim of your exploration
❖ Comparing different mathematical approaches
❖ Considering the significance of the exploration
❖ Considering different perspectives
❖ Reviewing results and evaluating the appropriateness of
any analysis and/or strategies used
❖ Making links to different areas of mathematics
❖ Discussing strengths and weaknesses of method
❖ Must be present throughout the exploration
❖ The addition of “limitations and extensions” in the
conclusion as an afterthought offers little towards this
criterion
Key Words
Relevant
Commensurat
e with the level
of course
Demonstrated
Thorough
Sophistication
Rigor
Precise math
THE ASSESSMENT CRITERIA
Use of mathematics
❖ Demonstrating knowledge and understanding
❖ Applying mathematics in different contexts
❖ Applying problem-solving techniques
❖ Recognizing and explaining patterns, where
appropriate
❖ Generalizing and justifying conclusions
Item Yes Partially No
Is the work entirely yours?      

Have you chosen a topic that you are

interested in and developed your own      

ideas? Is it evident in your exploration?

Have you explained the reason why you      

have chosen your topic in your exploration?

Is the aim of your exploration included in      

CHECKLIST
your introduction?

Do you have an introduction and      

conclusion? Is your exploration organized?

Have you defined key terms/variables?      

Have you used appropriate mathematical

language (notation, symbols and
terminology) consistently throughout your      
exploration?
** Calculator/computer notation should not
be used. **
Have you used more than one form of mathematical representation? Are all graphs,      
tables and diagrams sufficiently described and labeled?
Are formulae, graphs, tables and diagrams in the main body of the text? No full-page graphs      
and no separate appendices.
Have you used technology to enhance your exploration?      

Have you explained what you are doing at all times? Explanatory comments should be seen      
throughout your exploration?
Have you used mathematics that is commensurate with the Standard Level course (or      
beyond)?
Is the mathematics in your exploration correct?      

Have you reflected on your finding at appropriate places in your exploration, particularly in      
your conclusion?
Have you considered limitations and extensions in your reflection?      

Have you considered the assessment criteria when writing your exploration? Have      
you self assessed your exploration?

CHECKLIST
Is your exploration approximately 6 to 12 pages long?      

Have you referenced your work in a bibliography?      

Have you had someone else read your exploration to ensure

that the communication is good? Does it have flow and      
coherence? Is it easily understandable? Does it read well?

Have you completed your self-assessment?      

Have you submitted a first draft to your teacher and      

used the feedback to improve your report?

CHECKLIST
Authenticity
 
Plagiarism
This includes copying quotes, information and ideas, directly or paraphrased,
from books and websites.
 
Collusion
This includes working closely with another student such that the work between
the two students is similar.
 
Ensuring academic honesty
To prevent plagiarism, you need to cite your sources correctly and include any
sources in your bibliography. If you have questions on how to properly cite
your sources, seek advice from your teacher or from the school librarian.
 
To prevent collusion, you should discuss ideas with other students, but you
should never giver another student your work, either in print or electronically.
Recommended Technology
Some examples of technology include:
•any kind of calculators, the internet, data logging devices
•word processing packages, spreadsheets, graphics packages
•statistics packages or computer algebra packages.

Great software for working with graphs, diagrams, functions,

spreadsheets, statistics, calculus and much, much more.
www.geogebra.org
A modern, easy-to-learn, programming language that is great for
writing simulations. There are loads of tutorials available: just
google “python tuts”.
www.python.org

A data collection and analysis software.

https://www.vernier.com/product/logger-pro-3/
A really powerful search engine. (For example,
type “find antiderivative of f(x) = 3x” into the
search bar.)
www.wolframalpha.com
https://www.desmos.com
COMMON MISTAKES!!
▪ EXCESSIVE WRITING & WORKING
The IB Math SL and HL guide recommends 12 - 20 pages for the Math
IA. Repetitive working and content should be removed
▪ MISSING CITATIONS
Many students neglect to cite sources in their IAs. This amounts to
plagiarism and students will be penalized.
▪ USING COMPLICATED MATH JUST TO RAISE THE LEVEL OF
MATH
Students copy complicated Math from Math journals without
demonstrating a real understanding of the Math. Examiners can tell that
students lack real understanding.
▪ NOT LABELING TABLES AND GRAPHS
All tables, graphs and charts have to be labelled. If examiners struggle to
guess what these graphs and tables are trying to demonstrate, marks will
be deducted.
INSUFFICIENT RESEARCH
Students who copy common textbook problems or reproduce topics from
websites such as Khan Academy or Numberphile usually do not score
well. Try to do in-depth research and come up with your own topics
LACK OF EXPLANATION OF CALCULATOR
WORKING Students inserted the mathematical model obtained from the
calculator without much explanation. For example, modelling of musical
notes is one of the more popular IAs. Students just plotted the function
without much explanation on how the function was derived.
▪ There’s no harm in picking up a overdone topic but you need to apply it
to something specific in your life that’s uniquely you.
▪ Just show them you are not writing this IA
because it appears in the top five results of Google when you googled
Math IA, but because it applies uniquely to situation from your life that
you present well.
DEVELOPING THE
EXPLORATION
❖ The topic is one that interests you. (It is easier to
stay motivated and work hard)

❖While deciding the topic of the exploration a

student should keep in mind that there is enough
scope of Mathematical analysis in the topic.
TIMELINE – DEVELOPING
THE EXPLORATION

Discussion of ideas & approval for final IA topic - Apr 10, 2023

Submission of exploration synopsis - Apr 20, 2023 (Graded)

First draft - Aug 10, 2023

Final exploration - Oct 10, 2023

PLANNING – MIND MAPPING
sport archaeology computers
algorithms cell phones music
sine musical harmony motion
e electricity water
space orbits food
volcanoes diet Euler
games symmetry architecture
codes the internet communication
tiling population agriculture
viruses health dance
play π geography
biology business economics
physics chemistry information technology in a global
society
psychology    

STIMULI
Choose a stimulus and create your own
mind map using the link given below.

www.mindmup.com
TOPICS TO BE AVOIDED
▪ SIR Model
▪ Monty Hall Problem
▪ Golden Ratio
▪ Birthday Paradox