IB Math Exploration IA

Name __________________________________________

Important Dates for the IA:

Item to be submitted Due Date Highest Possible Score

1 to 3 possible topics with
Rationale and Aim
(see worksheet)
Outline with at least 5 sources
(see worksheet)
Rough draft

Final Draft

Finalized Topic: _________________________________________________________________

Math Exploration Title: ________________________________________________________________

What is the Math Exploration IA?

A paper written by the student that explores the math behind a specific topic of their choice.

Why is the Math Exploration used as the IA?

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
the written exams. It allows students to appreciate the moral, ethical and social implications of
Mathematics, the internationalism behind the use of Mathematics, and the connections made
between Mathematics and other disciplines.

Highlights of writing the Math Exploration IA:

- 12 to 20 pages in length, including diagrams and graphs, not including bibliography,

double spaced, can be hand written or typed, but consistency is preferred
- 20% of the IB grade
- 10 – 15 hours of teaching time is recommended to dedicate to the IA, which includes
explaining requirements, student work, student questions, consultation time, reviewing
progress and checking authenticity
- All sources must be cited in the bibliography, which includes pictures, diagrams, graphs,
formula, data that was not collected by them personally, etc.
- This is not a historical essay and facts should not be regurgitated
- The math used and explored in the IA should be what is learned in the course, or
commensurate to the level if it is outside of the syllabus
- The use of mathematical technology or software is strongly encouraged (see samples
below)
- Students should be made fully aware of how the papers will be marked and the criteria
those marks are based on (see next 2 pages)

Sample Technologies to use for the IA:

- Student handheld graphical displays and their software (for example, Texas Instruments
calculators)
- Equation Editor (Microsoft)
- Math-Type add on (Google)
- Desmos
- GeoGebra
Achievement Criterion A: Criterion B: Criterion C: Criterion D: Criterion E:
Level Presentation Mathematical Personal Reflection Use of
Communication Engagement Mathematics
(4 marks) (4 marks) (3 marks) (3 marks) (6 marks)
0 The exploration does The exploration does The exploration The exploration The exploration does not
not reach the not reach the does not reach the does not reach reach the standard
standard described standard described standard described the standard described by the
by the descriptors by the descriptors by the descriptors described by the descriptors below.
below. below. below. descriptors below.
1 The exploration has The exploration There is evidence of There is evidence Some relevant
some coherence or contains some some personal of limited mathematics is used.
some organization. relevant engagement. reflection.
mathematical
communication,
which is partially
appropriate.
2 The exploration has The exploration There is evidence of There is evidence Some relevant
some coherence and contains some significant personal of meaningful mathematics is used.
shows some relevant appropriate engagement. reflection. Limited understanding is
organization. mathematical demonstrated.
communication.
3 The exploration is The mathematical There is evidence of There is Relevant mathematics
coherent and well communication is outstanding substantial commensurate with the
organized. relevant, appropriate personal evidence of level of the course is
and is mostly engagement. critical reflection. used. Limited
consistent. understanding is
demonstrated.

4 The exploration is The mathematical - - Relevant mathematics

coherent, well communication is commensurate with the
organized, concise. relevant, appropriate level of the course is
and consistent used. The mathematics
throughout. explored is partially
correct. Some
knowledge and
understanding are
demonstrated.

5 - - - - Relevant mathematics
commensurate with the
level of the course is
used. The mathematics
explored is mostly
correct. Good knowledge
and understanding are
demonstrated.

6 - - - - Relevant mathematics
commensurate with the
level of the course is
used. The mathematics
explored is correct.
Thorough knowledge and
understanding are
demonstrated.
A: PRESENTATION (4 marks)
• Using appropriate mathematical language and representation (notation, symbols, terminology)
• Defining key terms and variables, where required
• Selecting appropriate mathematical tools & technology (such as graphic display calculators,
screenshots, graphing software, spreadsheets, databases, drawing & word-processing
software, etc.)
• Expressing results to an appropriate degree of accuracy
• Use multiple forms of mathematical representation, such as formulae, diagrams, tables, charts,
graphs and models, where appropriate.
B: MATHEMATICAL COMMUNICATION (4 marks)
• Includes introduction, rationale (Why did you choose this topic? Why is this topic of interest to
you?), a clear aim (What do you hope your reader will learn?), and conclusion
• Expressing ideas clearly
• Staying focused to the aim
• Structuring ideas in a logical manner
• Editing the exploration so that it is easy to follow
• Citing references where appropriate
• Graphs, tables and diagrams should accompany the work in the appropriate place and not be
attached as appendices to the document.
C: PERSONAL ENGAGEMENT (3 marks)
• Asking questions, making conjectures, and investigating mathematical ideas
• Researching areas of interest
• Looking for and creating mathematical models for real-world situations
• Considering historical and global perspectives
• Demonstrating that you have “made the exploration their own”
• Expressing ideas in an individual way
• Addressing personal interest
• Presenting mathematical ideas in their own way.
• Asking and answering further questions: “I wonder if…”, “What would happen if…”, “Why
does that happen…”
D: REFLECTION (3 marks)
• Reviewing, analysing and evaluating the exploration
• Discussing the implications of results
• Considering the significance of the exploration
• Looking at possible limitations and/or extensions
• Making links to different fields and/or areas of mathematics
• Making connections to TOK
E: USE OF MATHEMATICS (6 marks)
• Demonstrating knowledge and understanding
• Producing work that is within the level of the course
• Applying mathematics in different contexts
• Applying problem-solving techniques
• Recognizing and explaining patterns, where appropriate
• Looking at a problem from different perspectives
• Error-free mathematics
 Mind Maps to Prepare for the Math Exploration IA

Example of a mind map from the IB’s Teachers Resource Centre:

On a blank piece of paper, draw your own mind map using ideas from the stimuli on the
following page, or from brainstorming with your peers in class.
Stimuli

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 pi geography

biology business economics

physics chemistry information technology in a global society

psychology linguistics business management

visual art
 Shortlisting of topics after Brainstorming

Name ____________________________________________

Date ___________________

Three Possible Topics

1. Topic 1: ___________________________________________________________________________

Aim:

Rationale:

2. Topic 2: ___________________________________________________________________________

Aim:

Rationale:

3. Topic 3: ___________________________________________________________________________

Aim:

Rationale:
 IB MATH SL IA OUTLINE WORKSHEET

Name: ___________________________________________________

Stimuli: __________________________________________________

Specific Topic: ____________________________________________

My research question is:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

My Aim (desired outcome of the math exploration) is:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

My Rationale (reasoning or justification for choosing this math exploration) is:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

My 5 Sources are:
1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

4. ___________________________________________________________

5. ___________________________________________________________
What are the math connections (syllabus topics) to your area of interest?

What are some things that you may have to research in order to answer your research
question?

What are the definitions you will need to define for people not familiar with this topic?

What are some possible visual representations (graphs, tables, diagrams…) that you might want
to include?
 Putting it Together: A Checklist for Final Drafts

 Have all the criteria been met?

 Is the paper well-formatted?

 Are all axes labeled appropriately?

 Are all tables, graphs, and screenshots described clearly?

 Are all sources cited?

 Does the student have a title?

 Is the rationale for exploring the math clearly explained?

Has their IA been reviewed?

 Was the reader able to see the personal connection they made with this topic?

 Were the reflections made beyond superficial?

 Did the paper flow in an easily understandable direction?