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Tips, tricks, techniques to teaching HL & SL in the same class.

Resources: If we can "crowdsource" this and see what resources we have as a combined group. I'm betting it will be an impressive list.

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It was interesting for me to know about math EE and the difference with IA. I learned many things from my group members (Jeff and Kim) as well.
Reading EE needs more time than IA. I am just happy with instructing IA!

As for TOK, language terminology does make things look more difficult. Imaginary numbers or Complex numbers, absolute values, Bearings and Azimuths, etc..

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Nothing new really about IAs and EEs butit is always good to look them over, understand the criteria and look at teacher responsibilities. ToK always super fun. So many questions. It's nice to get students to take a step back and think about thinking.

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Very useful to mark IA and EE together. Heard a lot of great ideas.
Didn't think of linking TOK with Maths. This will enhance students's thinking and interest. Allow them to think Maths in multiple ways.

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I have added a couple of ideas to my bag of tricks on introducing IAs and helping students better understand how to write a maths paper.

I have a better understanding of how EEs are marked and what is expected from the research element and how this is written up.

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Very useful activities and advice on getting students started for the IA!

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Always great to moderate/mark some work with other teachers. Cheers!

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it is always good to have math teachers to discuss the marking scheme; unless our school has multiple IB maths teachers, it can be challenging to know if IA marks are good or not.

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difference between IA and EE was very useful. IA marking activity allowed good discussion among group members and sharing of thinking. Thank you.

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It was very helpful to talk in small groups about the IA in particular, sharing good/helpful practices, and looking at the comments from the external markers. Good take aways. Also very helpful to spend all of the time looking at the EE - I've not yet supervised one - it makes it less daunting having delved into the rubrics and the marking here in the workshop

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Being reminded of the librarian as a key resource for students is always useful for me.

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Group 4:  How do we use language in maths?

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Group 4:  How do we use language in maths?

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Given x^2 + 4 = 0. Solve for x.
Other than i = sqrt(-1), is there another way of writing the solution of the equation above?

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Q : how does language shape our perception about learning.
and then when you hear about "Complex" number and ïmaginary "number, does it sound like a more difficult topic to understand.

After the lesson, ask student their reflection on the topic, if its as difficult as it sound.

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Students can be asked to do some research regarding methods of solving quadratic equations at different times in history in different cultures and answer the question whether mathematics was invented or discovered.

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TOK Q: is i invented or discovered? ie. is complex plane real or just used to represent imaginary part geometrically?

Activity: look up history of complex numbers and its usage in the world.

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EE is more like a research paper focussing mainly on the research process, and critical thinking. IA focusses on finding solution and reflecting on research question

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Well developed in my course:
1.  give advice
2.  students have opportunity to learn skills needed
4.  encourage and support students
5. feedback of their work
6.  give assistance to individual student struggling
7.  verify accuracy of the work
8. assess and annotate the work

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Examiner Scores Breakdown:
A: 2 (Modular Arithmetic not explained clearly)
B: 2 (math notation(s) not clearly explained)
C: 1 (little to no evidence)
D: 1 (limited to the end of IA)
E: 2SL , 1HL (below the level)

Student Feedback:
A: lack of reason of choice chosen for IA; Modular Arithmetic not explained clearly at the start of IA
B: Need clear explanations on Mod Functions
C: need more evidence; why are you interested?
D: need more evidence
E: need more mathematical concepts rather than just using exponents.

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-Give Samples of poor, okaish and excellent example to students to read and reflect
-Write , share and discuss their reflection on the samples above
-Write their aim, objective and rational for choosing their own topic

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Group 6. Formative assessments prior to IA

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Group 6. Formative assessments prior to IA

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- content specific assessment (test)
- presentation on the topic (how well they understand concepts related to their exploration)
- peer assessment

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Ask students to submit the following:
1. research questions and topics
2. explanation on their chosen topics
3. math concepts and understanding involved
4. what type of results do they expect from their research questions
5. Tools and technology involved

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1. Tell students the evaluation criteria

2. Show them the case

3. Provide topics of interest to them

4. Or making mind map of Brainstorm

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- Do mini-IA with students before they really start doing the actual one
- Go through the criteria and let them understand the difference between theirs and the final IAs
- Encourage students to think about topics related to subjects they are learning.
- Do not try to finish IA in a short time. Keep doing and amending.

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-have a IA folder/package for students listing out ideas and criterion breakdown
-brainstorm ideas as a class (i.e. stimulus pictures)
-make flowcharts and explore research questions and math concepts associated with each exploration idea

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How does leading through curiosity and passion promote academic integrity? Group 6

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How does leading through curiosity and passion promote academic integrity? Group 6

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- Students will be less likely to cheat if the topic is closely aligned with what is really meaningful to them.
- Provide students with support and guidance throughout the process and remind them about small deadlines
- Remind students about the consequences of plagiarising

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1. See-think-wonder (create a shared google sheet and ask students to find their own picture and comment to others pics)
2. Mind Map - great method of exploration
3. Exploration of topics suggested in IB books

As a teacher it’s important to implement various methods: investigations (online, textbooks), lecture, projects, (toolkit helps to allocate better time to try different

Working with curiosity makes your work naturally unique!

Coming up with a good topic is one of the most important steps in IA.
What makes a good topic? - originality, level appropriate, and space for mathematical exploration.

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1. Ask students what topics of interest they would like to research (non-maths related - hobbies, future jobs, uni courses, etc.)
2. Provide students with supporting materials such as textbooks, articles, online resources that would help them to connect their topic of interest with maths concepts.
3. Advise students whether their topic is suitable for their grade level.

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- introducing the criteria for IA
-Use mind mapping for idea generation and what mathematical topics they can connect with the idea
-Use directed see- think - wonder : like show a situation and ask if they find a better solution for it.
-Using IA proposal sheet to start putting their ideas together.
- deadlines for writing different ideas - make it a part of formative assessment