This Mathematics IA exploration leaves lot of room for creativity due to open-endedness. Also students have opportunity to combine his/her personal interests with mathematics. It should be introduced at the beginning of the course. As a course progresses teachers are expected to highlight areas within the syllabus which leads to exploration topics.
A student is better prepared to inquire these open ended problems when they are encouraged to do small explorations, to mark sample explorations, to write smooth mathematical writing and they are given required help in terms of appropriate technology and guidance for exploration.
An applied stimulus may lead to modelling tasks and a mathematics stimulus may lead to investigations. Here I am not expecting students to find new mathematical discoveries. Rather, I am looking forward to see a student engages himself/herself to explore, to reflect and to communicate using mathematics learnt in the classroom and beyond.
A probable sequence of events towards final work could be
introduction to the task>research and seek information> students decide the topic and focus> work on explorations> first draft>teacher gives feedback> students finalise after feedback. It is very important to store all the sources from which ideas are drawn in order to cite them as expected.
All candidates must be aware that this task may turn out to be difficult to develop a topic that is not at a suitable level of mathematics. It is therefore recommended to pick topic wisely, so that good marks can be obtained, is doable within the given time frame, can be reported in approximately 6–12 pages.
[Notes taken from the Helsinki IA workshop
Jarmo Hurri]
A student is better prepared to inquire these open ended problems when they are encouraged to do small explorations, to mark sample explorations, to write smooth mathematical writing and they are given required help in terms of appropriate technology and guidance for exploration.
An applied stimulus may lead to modelling tasks and a mathematics stimulus may lead to investigations. Here I am not expecting students to find new mathematical discoveries. Rather, I am looking forward to see a student engages himself/herself to explore, to reflect and to communicate using mathematics learnt in the classroom and beyond.
A probable sequence of events towards final work could be
introduction to the task>research and seek information> students decide the topic and focus> work on explorations> first draft>teacher gives feedback> students finalise after feedback. It is very important to store all the sources from which ideas are drawn in order to cite them as expected.
All candidates must be aware that this task may turn out to be difficult to develop a topic that is not at a suitable level of mathematics. It is therefore recommended to pick topic wisely, so that good marks can be obtained, is doable within the given time frame, can be reported in approximately 6–12 pages.
[Notes taken from the Helsinki IA workshop
Jarmo Hurri]
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