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d_5_mathl_sur_0405_2_e

d_5_mathl_sur_0405_2_e - SUBJECT REPORTS MAY 2004...

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SUBJECT REPORTS – MAY 2004 Group 5 Mathematics HL 512 1 © IBO 2004 MATHEMATICS HL (IBAP & IBAEM) To improve the security of IB examinations, a selection of examination papers now have regional variants, including mathematics HL papers 1 and 2. The following report is for mathematics HL taken by candidates in the IB regions of Africa, Europe, the Middle East and Asia/Pacific Overall grade boundaries Grade : 1 2 3 4 5 6 7 Mark range : 0 – 16 17 – 31 32 – 42 43 – 55 56 – 66 67 – 78 79 – 100 Portfolio Component grade boundaries Grade: 1 2 3 4 5 6 7 Mark range: 0 – 4 5 – 6 7 – 8 9 – 11 12 – 13 14 – 16 17 – 20 Many candidates produced excellent portfolios, and exemplary pieces of work were noted this session. Whereas there were still a number of portfolio tasks not adequate for HL in terms of difficulty or length, there were also a number of pieces of work that were very extensive and more demanding than required. In their Examiner’s Reports, moderators have made a number of observations in three areas – the tasks, suggestions to teachers, and the candidates’ performance against the criteria. The tasks: The majority of the tasks were taken from the Teacher Support Material (TSM) for Mathematics HL. A few excellent teacher-designed tasks were noted, as were poorly designed tasks of questionable content and standard. It is worth noting that with the introduction of the new syllabus, none of the familiar but oversubscribed tasks presently in the TSM will be permitted for portfolio use. Teachers are encouraged to develop their own tasks with shorter “shelf lives”. Some teacher-designed investigation tasks involved mathematical proof, but did not fully meet the requirements of criterion E, as the opportunity to formulate a conjecture was missing. For full marks, there must be suitable components to direct candidates to generate and observe patterns, formulate a conjecture, then produce an inductive generalisation with proof. Suggestions to teachers: It is critical that teachers provide more feedback to candidates on their work. Very few samples contained actual teacher comments to candidates. As well, originals must be sent in the sample, as teacher comments on photocopies are often illegible. Moderation was extremely difficult when it was not possible to determine the basis upon which the teacher awarded marks. Only a few teachers explained the background to the portfolio tasks which moderators need and appreciate. If a teacher-designed task is submitted, it is recommended that the solution key accompany the portfolios for moderators to justify the accuracy and appropriateness of the work.
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SUBJECT REPORTS – MAY 2004 Group 5 Mathematics HL 512 2 © IBO 2004 Candidates’ performance: Candidates generally performed well against criterion A (Use of Notation and Terminology). The use of computer notation, such as “x^3 – 5x +2” or “2.3E6”, seemed only sporadic. Correct terminology should include the use of correct mathematical vocabulary, such as “substitute” instead of “plug in”.
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