Mathematical AI HL: The Exploration Feedback to student

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All explorations need to have a title page. The title page have to include the title and the number of pages of
the exploration. The exploration needs to have page numbers. Remember double spacing and normal
margins.
Before you upload your IA to Lectio remember to change it to pdf format and check that it looks how it should.
Remember that your work should be an Essay rather than a report.
References must be cited where appropriate. Failure to do so could be considered academic malpractice.

A Presentation The “presentation” criterion assesses the organization and coherence of the exploration.
All explorations need to have a title page with a title, title page need to include the number of pages of the exploration and page
numbers.
0 The exploration does not reach the standard described by the descriptors below.
1 The exploration has some coherence or some organization.
• Title, statement of the task, subtitles, conclusion, bibliography means that there is some organization
• Some coherence can be found when the mathematics done in the exploration contribute towards the aim
• If the exploration is too short or simple max 1 mark can be awarded
2 The exploration has some coherence and shows some organization.
• Introduction, problem solving, interpretation of the results, Footnotes, Bibliography, Appendix
• Clear statement of the task
• Explain non mathematical terms
• Do not give long lists of information without diagrams that are supporting the information
• Make sure that the work is readable, accessible to your peers.
• It is not necessary to include extensive tables of data, nor repetitive calculations, in the main body of the exploration.
Lengthy tables of data may be relegated to an appendix, with a summary in the text where the information is used.
Similarly, pages after pages of repetitive calculations would affect the conciseness and flow of the paper; one or two
sample calculations would suffice and the rest could be summarized in a table.
• Repetition on calculations need be in appendix, leaving to the main body of the work max 2 marks can be awarded.
• If there are any processes that are not contributing to the aim max 2 marks can be awarded.
3 The exploration is coherent and well organized.
• Title and the title page
• A coherent exploration is logically developed, easy to follow and meets its aim. This refers to the overall structure or
framework, including introduction, body, conclusion and how well the different parts link to each other. Relevant
graphs, tables and diagrams should accompany the work in the appropriate place and not be attached as appendices to
the document.
• Figures and graphs should be placed next to related work otherwise it is not coherent.
• A well-organized exploration includes an introduction, describes the aim of the exploration and has a rationale (which
includes explaining why this topic was chosen) and has a conclusion. Appendices should be used to include information
on large data sets, additional graphs, diagrams and tables. Conclusion needs to be written.
• Clear statement of the task, aim needs to be clear. Without a clear aim the work cannot be coherent.
• Reasoning of choosing the certain processes needs to be seen
• Transition parts between sections need to be seen
• Technical explanations (GDC or software) max 3 marks can be awarded.
• Raw data needs to be in the appendix to be able to receive 3 marks
• Irrelevant explanations or calculations mean that work is not well organized and only 2 marks can be awarded.
• Issues influencing the organization and coherence of the exploration were formatting where tables ran over two pages,
headings on one page and the table and/or graph on the next page diagrams/graphs/figures not in the correct place and
missing explanations connecting different parts and processes of the exploration.
• Connections /Explanations between sections need to be seen to get 3 marks, “now I am making a scatterplot to see…”
etc
4 The exploration is coherent, well organized, concise and complete.
• A concise exploration does not show irrelevant or unnecessary repetitive calculations, graphs or descriptions. A concise
exploration achieves the aim you stated in the beginning. A concise exploration explains all the stages in the exploration
clearly and concisely.
• A common shortcoming is the inclusion of work that is not relevant meaning the work is not concise.
• Some of the main reasons for a lack of conciseness were the inclusion of several pages of raw data, repetitive
calculations, too long introduction, containing irrelevant information and descriptions of basic mathematical concepts
which are in the syllabus. Raw data can be included as an appendix, appropriately referenced/summarized in the main
body of the work.

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B Mathematical communication This criterion assesses to what extent the student is able to: /4
• 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
• used a deductive method and set out proofs logically where appropriate

Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings. Students
are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets,
databases, drawing and word-processing software, as appropriate, to enhance mathematical communication.

0 The exploration does not reach the standard described by the descriptors below.
1 The exploration contains some relevant mathematical communication which is partially appropriate.

• Relevant for Criterion B: using mathematical representation that is relevant to the topic and aim. For example: If
you are trying to find the correlation between two variables, but place pie charts, bar graphs and other statistical
representations in your work, then these will not be deemed relevant and will be penalised here.
• If calculator instructions and photos of the calculator are used max 1 mark can be awarded
• Examples how to get 1 mark:
• Take photos from your calculator – instead of screen shots.
• Use only = signs instead of  - signs when rounding
• x and X instead of x
• Using X^2 instead of 2
• graphs not being labelled
• axes not drawn or labelled
• consistent use of computer notation with no other forms of correct mathematical communication. Do not use GDC
notation! (* for multiplication etc) remember to use italics for variables like x in the text.
2 The exploration contains some relevant, appropriate mathematical communication.
• " Appropriate mathematical language" refers the notation, symbols and mathematical terminology (including
command terms like evaluate, calculate, measure, substitute or analyze etc...) must be used throughout the task. For
ex. if the graphs and charts are not labelled, or if the candidate doesn't use appropriate notation to represent the
first and second derivatives, sigma notation, chi squared test symbols, notation for a function etc. a higher level
cannot be achieved.
• Candidates should ensure that all representation is appropriate and more importantly relevant. For example,
introducing a list of summary statistics (mean, median, mode, standard deviation) or formulae which are never
referred to nor used is not appropriate nor relevant.
• Irrelevant and inappropriate representation in an effort to have a variety of mathematical representation for
example pie charts, bar graphs and histograms should be avoided.
• Explaining calculator steps and calculator key sequences is not appropriate mathematical communication.
3 The mathematical communication is relevant, appropriate and is mostly consistent.
• Variables need to be clearly defined and consistently used – if you use x, what does that mean in your work?
• Define the key terms also the non-mathematical ones.
• Rounding needs to be justified and used consistently
4 The mathematical communication is relevant, appropriate and consistent throughout.
• Level 4 can be achieved by using only one form of mathematical representation as long as this is appropriate to the
topic being explored. For level 4, any minor errors that do not impair clear communication should not be penalized.
• Rounding requires using ≈-appropriate sign
• All the graphs must show reference if they have been taking from somewhere! – if you took a photo say so
• The axes of a graph must be labelled and the scale and numbers on the axes of graphs should be easy to read and clearly
visible. Remember the units!
• Note that the years on the horizontal axis could be also given as “number of years after 1960” to avoid large values.
• UNITS, do not forget to use units in your results and on diagrams, tables and graphs
• Terminology – Finding, measuring or calculating?
• Substituting not plugging
• Degree of accuracy for rounded values should be discussed in relation to the context of the exploration.
• Graphs and tables included should be commented on.
• Parameters need to be defined, if you use a, b and c what do they represent
• Variables and parameters should always be italicised in mathematical expressions as well as in the script itself. Upper and
lowercase letters indicating variables/parameters must be used consistently.
• Check that you do not mix several variables to the same purpose for example x and t for time. Note the GDC and what you
write down yourself.

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C Personal engagement This criterion assesses the extent to which the student engages with the exploration and makes /3
it their own. Personal engagement may be recognized in different attributes and skills. These include thinking independently
and/or creatively, addressing personal interest and presenting mathematical ideas in their own way.
0 The exploration does not reach the standard described by the descriptors below.
1 There is evidence of some personal engagement.
• Textbook style explorations or reproduction of readily available mathematics without the candidate’s own
perspective.
• Personal interest needs to be stated
2 There is evidence of significant personal engagement.
• Significant: The student demonstrates authentic personal engagement in the exploration on a few occasions and it
is evident that these drive the exploration forward and help the reader to better understand the writer’s intentions.
• Collecting primary data through a questionnaire or an experiment is not a requirement to achieve high levels here,
nor it is in itself, sufficient to do so. But those who design their own questionnaires and/or experiments can
improve their personal engagement if they let their interest and results drive the exploration.
• Ask yourself questions like “What if…?” and try to answer to the question in the exploration.
• Explain what have you learned
• Studying a topic outside the syllabus can give more personal engagement
3 There is abundant evidence of outstanding personal engagement.
• Outstanding: The student demonstrates authentic personal engagement in the exploration in numerous instances
and they are of a high quality. It is evident that these drive the exploration forward in a creative way. It leaves the
impression that the student has developed, through their approach, a complete understanding of the context of the
exploration topic and the reader better understands the writer’s intentions.
• Asking questions, making conjectures, and investigating mathematical ideas
• Use your own examples, language, solutions, proofs and explanations etc. to illustrate ownership of the exploration
• If the exploration allows, show initiative and go beyond original aim
• Construct / simulate / try out practical models for yourself and compare to theoretical models

• This is not an effort grade!

• The engagement has to be obvious in writing in the exploration to achieve points in criteria.
• How have you made this investigation your own?
• Simply recounting a single incident/life event that triggered the candidate’s interest in the chosen topic is unlikely to be
sufficient to support significant personal engagement.
• Engagement with the mathematics itself needs to be seen, as opposed to just an interest in the topic.
• Candidates collecting their own primary data, running simulations, exploring new mathematics as well as relating to their
own experiences score better on this criterion.
• You can demonstrate personal engagement by:
• Creating mathematical models for real -world situations
• Designing and implementing surveys
• Running experiments to collect data
• Running simulations
• Thinking and working independently
• Thinking creatively
• Addressing your personal interest
• Presenting mathematical ideas on your own way
• Considering historical and global perspectives
• Exploring unfamiliar mathematics

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D Reflection This criterion assesses how the student reviews, analyses and evaluates the exploration. Although reflection may /3
be seen in the conclusion to the exploration, it may also be found throughout the exploration.
0 The exploration does not reach the standard described by the descriptors below.
1 There is evidence of limited or superficial reflections.
• Describing results represents limited reflection.
• Limitations, which are very generic and could be applied to all explorations especially ones involving data
collection and application, do not lead to meaningful nor critical reflection.
2 There is evidence of meaningful reflection.
• Some ways of showing meaningful reflection are: linking to the aims of the exploration, commenting on what
you have learned, considering some limitation or comparing different mathematical approaches.
• Link the results in the context, explain what the results mean in the aim of the exploration
• Reflections need to be linked to the results received or to the mathematics used
3 There is substantial evidence of critical reflection.
• Critical reflection is reflection that is crucial, deciding or deeply insightful. It will often develop the exploration
by addressing the mathematical results and their impact on the student’s understanding of the topic. Some ways
of showing critical reflection are: considering what next, discussing implications of results, discussing strengths
and weaknesses of approaches, and considering different perspectives.
• Substantial evidence means that the critical reflection is present throughout the exploration. If it appears at the
end of the exploration it must be of high quality and demonstrate how it developed the exploration in order to
achieve a level 3.
• it is rare that reflections just in the conclusion will be of a sufficiently critical and high quality, to justify level 3.
• use a questioning style to show critical reflection.
• Validity of the Mathematics used needs to be discussed

• If you collect data justify the number (quantity) of data points collected.
• Justify the quality of the data (accuracy and the source).
• You need to reflect the results you have achieved
• Accuracy of the results
• Rounding needs to be justified
• Can the results be used?
• Was the mathematics that was used appropriate for the task, why something else was not as good?
• Consider limitations of the methods you have used.
• Make links to different fields and/or areas of mathematics.
• How could you have improved your work? How could you have extended your work?
• Consider the significance of your findings and results, what do the results mean in the context?
• The best papers have some reflection at each stage and use results to inform their next steps.
• For critical reflection candidates should reflect on the validity of their results and the validity, strength, weaknesses and
limitations of the mathematical processes used (what conditions and assumptions do the models and techniques require?
What happens if these conditions and assumptions are relaxed/do not hold? etc.).
• Was the mathematics that was used appropriate for the task
• Chi squared test or Yates, why?
• t-test; was the data symmetrical, was the data normally distributed, do the samples have same
variance?
• Linear, quadratic, exponential etc which one is the best model and why? Are you able to use
residuals to confirm your choice? Consider scatter plot and explain why it could and why it is not
sufficient enough.
• Average; mean, median or mode and why?
• Bar chart or histogram; why?
• If you have made assumptions, explain what they are.
• regularly review your finding s and Interpret results in context
• consider the scope / limitations / assumptions for models used
• Care should be given that personal opinions, with no mathematical evidence seen in the exploration, are not confused with
reflections.

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E Use of Mathematics This criterion assesses to what extent students use mathematics in the exploration. Students are /6
expected to produce work that is commensurate with the level of the course. The mathematics explored should either be part of
the syllabus, or at a similar level or beyond. It should not be completely based on mathematics listed in the prior learning. If the
level of mathematics is not commensurate with the level of the course, a maximum of two marks can be awarded for this
criterion.
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.
The mathematics only needs to be what is required to support the development of the exploration. This could be a few small
elements of mathematics or even a single topic (or sub-topic) from the syllabus. It is better to do a few things well than a lot
of things not so well. If the mathematics used is relevant to the topic being explored, commensurate with the level of the
course and understood by the student, then it can achieve a high level in this criterion.
0 The exploration does not reach the standard described by the descriptors below.
1 Some relevant mathematics is used. Limited understanding is demonstrated.
• Students are encouraged to use technology to obtain results where appropriate, but understanding must be
demonstrated in order for the student to achieve level 1 or higher, for example merely substituting values into a
formula does not necessarily demonstrate understanding of the results.
• Relevant refers to mathematics that supports the development of the exploration towards the completion of its
aim. Overly complicated mathematics where simple mathematics would suffice is not relevant.
• Relevant for E: using mathematical processes that are relevant to the aim. For example: if you want to find the
correlation between two variables but also calculate the mean, median, mode, standard deviation etc., then these
processes will not be deemed relevant to the aim and will be penalised here as non-relevant mathematics.
2 Some relevant mathematics is used. The mathematics explored is partially correct. Some knowledge and understanding
is demonstrated.
• A key word in the descriptor is demonstrated. The command term demonstrate means “to make clear by
reasoning or evidence, illustrating with examples or practical application”. Obtaining the correct answer is not
sufficient to demonstrate understanding (even some understanding) in order to achieve level 2 or higher.
• If the level of mathematics is not commensurate with the level of the course max 2 marks of this criterion can be
awarded.
• If sampling process is done, the process needs to be described.
3 Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct. Some
knowledge and understanding are demonstrated.
• Students are expected to produce work that is commensurate with the level of the course, which means it should
not be completely based on mathematics listed in the prior learning. The mathematics explored should either be
part of the syllabus, at a similar level or slightly beyond. However, mathematics of a level slightly beyond the
syllabus is not required to achieve the highest levels.
• 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.
• "Relevant " refers to mathematics that supports for the development of the exploration towards the completion
of the aim. For ex.. If the exploration is based on statistical hypothesis testing to analyse the data, the candidate
must apply the suitable hypothesis test to analyse the given data. Any complicated mathematical strategies used
by the candidate will not be relevant to the task.
• Calculations needs to be able to be checked to get 3 marks
• Overly complicated mathematics where simple mathematics would suffice is not relevant.
4 Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct. Good
knowledge and understanding are demonstrated.
5 Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct and
demonstrates sophistication or rigour. Thorough knowledge and understanding are demonstrated.
• Sophistication: To be considered as sophisticated the mathematics used should be commensurate with the HL
syllabus or, if contained in the SL syllabus, the mathematics has been used in a complex way that is beyond what
could reasonably be expected of an SL student. Sophistication in mathematics may include understanding and
using challenging mathematical concepts, looking at a problem from different perspectives and seeing underlying
structures to link different areas of mathematics.
• Rigour involves clarity of logic and language when making mathematical arguments and calculations.
Mathematical claims relevant to the development of the exploration must be justified or proven.
• For knowledge and understanding to be thorough it must be demonstrated throughout. Lines of reasoning must be
shown to justify steps in the mathematical development of the exploration.
6 Relevant mathematics commensurate with the level of the course is used. The mathematics explored is precise and
demonstrates sophistication and rigour. Thorough knowledge and understanding are demonstrated.
• Precise mathematics is error-free and uses an appropriate level of accuracy at all times.

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 • If you have collected data, have you used a sample or population? If you have used a sample the sampling needs to be
described. If you have chosen a certain time period for your data remember to justify it.
• Stating that the sample was „randomly” chosen is not enough to show a candidate has an understanding of what that means.
• You need to demonstrate understanding of the mathematics that has been used
• Only use mathematics that is relevant to the aim of your exploration. You need to explain the relevance of the mathematics
that has been used to be able to reach the aim. Performing irrelevant tasks thereby show limited understanding.
• Calculating statistical tests by hand does not enhance understanding. The interpretation and application of the results
demonstrate the understanding of the processes.
• Raw data needs to be in the appendix so that organization/ sampling can be confirmed
• If you have made assumptions, explain what they are
• what are the limitations of the mathematics used?
• Generalize and justify conclusions
• Apply mathematics in different contexts where appropriate
• Recognize and explain patterns where appropriate
• The main problem in this criterion is that some candidates are still using technology to produce their models without fully
explaining their choice of function. For example, a number of candidates are applying Pearson’s correlation coefficient
without first considering if a scatter plot of the data suggests that a linear model is appropriate.
• If you have made a model, why did you choose the one you did? This demonstrates understanding of the mathematics.
• Carrying out irrelevant processes in an attempt to have sufficient mathematics does not demonstrate understanding. For
example: finding a line of best fit when the r-value for PMCC is very low and correlation is basically non-existentor carry on
with performing the 𝜒2 when the aim was to find correlation between two variables.
• Carrying out the𝜒2 test using continuous data without careful consideration of the bin sizes; calculating
a value when the expected frequencies are too small, stating that a significant result means the two quantities are
independent would all indicate a lack of understanding.
• In the modelling type explorations using “guess and check” to find a model using technology shows a lack of understanding
of functions. Candidates must describe the “shape” of the data by looking at an appropriate graphical representation and
then give mathematical reasons for their choice of functions which would then demonstrate their understanding of the
properties of the functions.
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