checklist

Criteria A Checklist

The work is divided into sections: introduction, body, and conclusion.

The body of the work is further subdivided, with clear phases of the
exploration indicated.

The topic of the Internal Assessment is clearly stated and explained in the
introduction.

The introduction includes a general description of the approach to the topic

and the specific area of the math curriculum the exploration focuses on.

The conclusion summarizes the outcomes and responds to the aim of the
exploration stated in the introduction.

The exploration is clear and understandable throughout, without the need for
rereading sections.

Consequent parts of the work are logically linked, with each section following
naturally from the previous.

Any use of technology is clearly indicated and explained.

If analytical software is used, its purpose is described and a link to it is

provided.

Graphs, tables, and diagrams are included in appropriate places within the
body paragraphs, following their descriptive introduction.

Only large tables (e.g., raw data) or additional diagrams/graphs are included
as appendices.

The exploration is 12-20 pages long (excluding the bibliography and

appendices).

The font size is 12pt, with double spacing and justified text.

All information outside of the syllabus scope is referenced using footnotes or

in-text citations.

checklist 1
 All mathematical formulae, equations, and other calculations are centered.

Pages are numbered in the bottom right corner, starting with the introduction
on the first page (excluding cover pages).

There are no unnecessary or repetitive calculations, graphs, or descriptions.

Criteria B Checklist

Correct mathematical notation, symbols, and terminology are used

consistently and correctly.

Computer notation is used only if software-generated, with clear indication.

Key terms and variables are defined and explained when first introduced.

Main concepts are described in the introduction.

Additional terms are defined in detail in appropriate places, depending on the

development of the exploration.

Multiple forms of mathematical representation (formulae, diagrams, tables,

charts, graphs, models) are present but used only when appropriate.

All mathematical calculations are explained, and any data presentation is

described.

The degree of accuracy is stated for any rounded values.

Results are rounded only at the end of the calculation thread.

A deductive method is used, and logical proofs are set out where appropriate.

All graphs, tables, and diagrams are labeled (with titles and numbers) at the
bottom.

Criteria C Checklist

The link between the topic of the exploration and the student's personal
interests is described.

The student poses a number of questions in the introduction and in the latter
part of the exploration, with answers provided over the course of the
investigation.

checklist 2
 The student makes predictions and tests them, with evaluations of the results
included.

The exploration examines the topic from different perspectives.

The exploration includes models, indices, or formulae devised or modified by

the student.

Criteria D Checklist

The exploration includes a final evaluation.

The evaluation discusses the strengths and weaknesses of the exploration, as

well as possibilities for improvement.

The evaluation contains ideas for further investigations related to the work.

Multiple perspectives presented in the exploration are compared and

contrasted.

The limitations of the exploration are considered.

The accuracy or effectiveness of different approaches and models is

compared.

Comments on the implications of intermediate findings are present throughout

the exploration, with each phase individually assessed in the body of the work.

Comments on the accuracy of the calculations are included.

The evaluation links back to the aims of the exploration.

Criteria E Checklist:

Overly complicated mathematics is not used when unnecessary.

The mathematics used is part of the syllabus or at a similar level.

Any mathematics outside of the syllabus scope is explained (if present).

Understanding is demonstrated without shortcuts; every calculation and

reasoning step is shown (providing just the correct answer is insufficient).

Specific examples or practical applications of mathematics are presented

(stating formulas alone does not indicate understanding).

checklist 3
 All calculations are necessary for solving the exploration’s problem, with each
step contributing to the work's aim.

Mathematics is error-free and uses appropriate approximation.

Sophistication is demonstrated through challenging concepts, exploring the

problem from multiple perspectives, or connecting different areas of mathematics.

Mathematical claims relevant to the exploration’s development are justified or

proven.

checklist 4