Introduction with aim and plan
A logical structure guides the reader from context to conclusion. Begin with an introduction that states the aim, provides necessary background, and outlines the plan.
A strong Mathematics Internal Assessment begins with a clear aim, coherent reasoning, and mathematics that matches the course level. Reviewing IB Mathematics IA examples helps you see how these elements come together in a finished exploration.
Example explorations show what the assessment criteria look like in practice. They illustrate how a focused aim drives the entire investigation and how mathematical reasoning is communicated step by step.
Seeing a range of topics helps you understand the breadth of suitable investigations, from modelling and statistics to pure mathematics and applications.
You learn how much background to include, where to place technology output, and how to reference sources cleanly.
Examples also reveal common presentation patterns: clear section headings, labelled diagrams, consistent notation, and a reflective conclusion that ties back to the aim.
Reflection appears throughout, not only at the end, showing awareness of limitations and alternative approaches.
Unfocused aims that are too broad or descriptive lead to unfocused explorations. Superficial analysis occurs when calculations are shown without interpretation or when the mathematics does not match the course level.
Poor presentation makes strong mathematics hard to follow: missing labels, inconsistent notation, unexplained technology output, and references that are incomplete or absent.
Leaving reflection to a final paragraph limits its impact. Reflection works best when it appears at decision points, such as why a model was chosen, what assumptions were made, and how results might change with different parameters.
A logical structure guides the reader from context to conclusion. Begin with an introduction that states the aim, provides necessary background, and outlines the plan.
Follow with a development section where mathematics is defined, methods are justified, and results are derived.
Integrate technology purposefully: include code, spreadsheet extracts, or grapher output only when they advance the argument, and always explain what the output shows.
A discussion section interprets results, addresses limitations, and compares alternative approaches.
Conclude by returning to the aim, summarising findings, and reflecting on the process. Appendices hold raw data, full code, or lengthy derivations. Cite every source in a consistent style throughout.
For Presentation, use clear headings, consistent notation, and labelled visuals.
For Mathematical Communication, define terms, explain steps, and use appropriate terminology.
Personal Engagement is shown through independent choices, creative approaches, and reflection embedded in the work.
Reflection means evaluating methods, discussing assumptions, and considering extensions at relevant points.
Use of Mathematics requires mathematics commensurate with the course, applied correctly and with understanding. Demonstrate why each technique fits the problem and what the results mean in context.
Experienced tutors help refine your topic so it is mathematically rich and appropriately scoped. They guide you in selecting and applying course-level mathematics, checking each step for correctness and clarity.
Tutors provide criterion-focused feedback on drafts: structure, communication, engagement, reflection, and use of mathematics. They show how to integrate technology effectively and how to cite sources consistently.
Regular sessions keep momentum, clarify doubts early, and help you meet internal deadlines with confidence.
This page explains what strong explorations look like and how to build your own. Full example documents are not published here, but tutors can share annotated extracts during sessions to illustrate specific criteria.
A tutor can review your research question and outline against the course syllabus to confirm the mathematics is at the right level and that there is room for independent reasoning.
Many students finalise topics early in the DP year and aim for a first draft by mid-year. Starting earlier gives more time for feedback cycles and reduces pressure during busy periods.
Tutors can help you plan a compressed timeline, prioritise the most critical criteria, and structure drafting sessions to meet your school's schedule.
No. Tutors provide guidance, feedback, and mathematical support. All writing, calculations, and decisions remain your own work, in line with IB academic honesty requirements.
Book a consultation to discuss your topic, timeline, and the criteria you want to strengthen. We will match you with a tutor who knows the IB Mathematics exploration inside out.