Mathematics Exploration Project - Internal Assessment (Page 2 of 4) in pdf

Mathematics Exploration Project - Internal Assessment Page 2

Achievement levels

Criterion A: Communication

This criterion assesses the organization and coherence of the exploration. A well-organized exploration contains

an introduction, has a rationale (which includes explaining why this topic was chosen), describes the aim of the

exploration and has a conclusion. A coherent exploration is logically developed and easy to follow.

Graphs, tables and diagrams should accompany the work in the appropriate place and not be attached as

appendices to the document.

Achievement level

Descriptor

The exploration does not reach the standard described by the descriptors below.

The exploration has some coherence.

The exploration has some coherence and shows some organization.

The exploration is coherent and well organized.

The exploration is coherent, well organized, concise and complete.

Criterion B: Mathematical presentation

This criterion assesses to what extent the student is able to:



use appropriate mathematical language (notation, symbols, terminology)



define key terms, where required



use multiple forms of mathematical representation such as formulae, diagrams, tables, charts, graphs and

models, 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.

Achievement level

Descriptor

The exploration does not reach the standard described by the descriptors below.

There is some appropriate mathematical presentation.

The mathematical presentation is mostly appropriate.

The mathematical presentation is appropriate throughout.

Mathematics Exploration Project - Internal Assessment Page 2