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MATH HL INTERNAL ASSESSMENT

MATH HL INTERNAL ASSESSMENT. The Mathematical Exploration. Basic Guidelines. Short written report on a topic of the student’s choosing, with guidance/feedback from the teacher. Should be approximately 6-12 pages in length. Timeline to be set by school.

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MATH HL INTERNAL ASSESSMENT

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  1. MATH HL INTERNAL ASSESSMENT The Mathematical Exploration

  2. Basic Guidelines • Short written report on a topic of the student’s choosing, with guidance/feedback from the teacher. • Should be approximately 6-12 pages in length. • Timeline to be set by school. • IB suggests 10 in class, approximately the same outside of class. • Worth 20% of overall IB mark.

  3. Goals (from IB Math HL subject guide) • Develop student’s personal insight into the nature of math and ability to ask their own questions about math. • Provide opportunities for students to complete a piece of mathematical work over an extended period of time. • Enable students to experience the satisfaction of applying mathematical processes independently. • Provide students with the opportunity to experience for themselves the beauty, power and usefulness of math.

  4. More Goals(from IB Math HL subject guide) • Encourage students, where appropriate, to discover, use and appreciate the power of technology as a mathematical tool. • Enable students to develop the qualities of patience and persistence, and to reflect on the significance of their work. • Provide opportunities for students to show, with confidence, how they have developed mathematically.

  5. Assessment Criteria • A: Communication • B: Mathematical Presentation • C: Personal Engagement • D: Reflection • E: Use of mathematics • Categories same for HL/SL, rubric and expectations exactly same for A-D.

  6. A: Communication • Organization and coherence • Includes introduction, rationale, aims, conclusion • Ideas are logically developed and easy to follow. • Graphs, tables, diagrams as appropriate.

  7. A:Communication

  8. B: Mathematical Presentation • Uses appropriate mathematical language (notation, symbols, terminology) • Defines key terms where required. • Uses multiple forms of mathematical representation, such as formulas, diagrams,tables,charts, graphs and models, where appropriate. • Uses technology to enhance mathematical communication.

  9. B: Mathematical Presentation

  10. C: Personal Engagement • The extent to which the student engages with the exploration and makes it his/her own • May be recognized in different attributes and skills. • May include thinking independently and/or creatively, addressing personal interest and presenting mathematical ideas in his/her own way.

  11. C: Personal Engagement

  12. D: Reflection • How the student reviews, analyzes, and evaluates. • Not necessarily just in conclusion

  13. D: Reflection

  14. E: Use of Mathematics • Work commensurate with level of the course • Math from syllabus, or at a similar level or beyond • For minor errors, do they detract from the flow, or lead to unreasonable outcomes?

  15. E: Use of Mathematics

  16. E: Use of Mathematics • Sophistication in math may include • Understanding and use of challenging math • Looking at a problem from different perspectives • Seeing underlying structures to link different areas of math • Rigor—-clarity of logic and language when making mathematical arguments and calculations • Precise mathematics—-error free with appropriate level of accuracy at all times

  17. Can I write about… • A pure math topic? • A contest problem or group of contest problems? • A real-world application? • A mathematical topic spurred by something from one of my other classes or outside reading? • A topic related to math history? • YES! (but beware of pitfalls)

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