1. IB Math Studies Project

2. Purpose of the Project
Develop the ability to ask your own question about mathematics and answer it
To initiate and sustain a piece of work in mathematics
To experience the relationship between mathematics and other subjects
To apply mathematics in an area of interest

3. Choosing the topic is the key!
Identify an appropriate topic
Focus it to a specific research question
Answer your question by gathering data and using mathematics

4. Topic Choice Successful Topics Unsuccessful Topics
Relationship between life expectancy and age of first marriage
Relationship between semester exam scores and IB scores
Price of flights related to the number of miles flown
Is passing the driver’s test independent of enrollment in a driver’s education program?
Developing a mathematical model for heights and times of tides
Is the price of a car related to its horsepower or torque?
Unsuccessful Topics
What is your favorite color? What is your favorite movie? (too simple)
The political factors that influence gas prices (extended essay…not appropriate…unless you analyze mathematically a few of the variables)
History of pi (this is not a history of math project)

5. How the Project is Assessed?
Criterion A Introduction
Criterion B Information/measurement
Criterion C Mathematical processes
Criterion D Interpretation of results
Criterion E Validity
Criterion F Structure and communication
Criterion G Commitment

6. Criterion A: Introduction
Achievement level
Descriptor
The student does not produce a clear statement of the task.
There is no evidence in the project of any statement of what the student is going to
do or has done. 1
The student produces a clear statement of the task.
For this level to be achieved the task should be stated explicitly. 2
The student produces a title, a clear statement of the task and a clear
description of the plan.
The plan need not be highly detailed, but must describe how the task will be
performed.

7. Criterion B: Information/Measurement
Achievement level
Descriptor
The student does not collect relevant information or generate relevant
measurements. 1
The student collects relevant information or generates relevant measurements. 2
The relevant information collected, or set of measurements generated by the student, is organized in a form appropriate for analysis or is sufficient in both quality and quantity. 3
The relevant information collected, or set of measurements generated by the student, is organized in a form appropriate for analysis and is sufficient in both quality and quantity.

8. Criterion C: Mathematical processes
Achievement level
Descriptor
The student does not attempt to carry out any mathematical processes. 1
The student carries out simple mathematical processes. 2
The simple mathematical processes are mostly or completely correct, or the student makes an attempt to use at least one sophisticated process. 3
The student carries out at least one sophisticated process, and all the processes used are mostly or completely accurate. 4
The student carries out at least one sophisticated process; the processes used are mostly or completely accurate and all the processes used are relevant. 5
The student accurately carries out a number of relevant sophisticated processes.

9. Criterion D: Interpretation of Results
Achievement level
Descriptor
The student does not produce any interpretations or conclusions. 1
The student produces at least one interpretation or conclusion. 2
The student produces at least one interpretation and/or conclusion that is consistent with the mathematical processes used. 3
The student produces a comprehensive discussion of interpretations and conclusions that are consistent with the mathematical processes used.

10. Criterion E: Validity Achievement level Descriptor
The student does not comment on the mathematical processes used or the interpretations/conclusions made. 1
The student has made an attempt to comment on either the mathematical processes used or the interpretations/conclusions made. 2
The student has made a serious attempt to comment on both the mathematical processes used and the interpretations/conclusions made.

11. Criterion F: Structure and Communication
Achievement level
Descriptor
The student has made no attempt to structure the project. 1
The student has made some attempt to structure the project or has used appropriate notation and terminology. 2
The student has made some attempt to structure the project and has used appropriate notation and terminology. 3
The student has produced a project that is well structured and communicated in a coherent manner.

12. Criterion G: Commitment
Achievement level
Descriptor
The student showed little or no commitment. 1
The student showed satisfactory commitment. 2
The student showed full commitment.