Mathematical Language : the Use of Notation, Symbols, Terminology and Verbal Explanations

Scholars are encouraged to choose and use ICT tools as appropriate and, where available, to enhance communication of their mathematical ideas. Some of the possible ICT tools used in mathematics include spreadsheets, graph plotter software, dynamic geometry software, computer algebra systems, mathematics content-specific software, graphic display calculators (GDC), word processing, desktop publishing, graphic organizers and screenshots. Notes Mathematical language: the use of notation, symbols, terminology and verbal explanations. Forms of mathematical representation: refers to formulae, diagrams, tables, charts, graphs and models used to represent mathematical information.

Essay Rubric Achievement level Level descriptor 0 Scholar does not reach a standard described by any of the descriptors below. 1-2 The scholar shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow. For example, the essay lists how the Pythagorean Theorem works, lists the proof, lists an example of how it was used historically within that culture, list an example of how it is used in the modern culture of that country today, and uses/cites a credible resources 3-4 The scholar shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete. The scholar moves between different forms of representation with some success. For example, the essay explains how the Pythagorean Theorem works, shows the proof, lists some examples of how it was used historically within that culture, lists some examples of how it is used in the modern culture of that country today, and uses/cites some credible resources 5-6 The scholar shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logical and complete. The scholar moves effectively between different forms of representation. For example, the essay explains clearly how the Pythagorean Theorem works, explains how it was proven to be true, explains how it was used in the time of the proof within that culture, explains how it is used in the modern culture of that country today, and uses/cites all credible resources

Presentation Rubric Achievement level Level descriptor 0 Scholar does not reach a standard described by any of the descriptors below. 1-2 The scholar shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow. For example, the presentation lists how the Pythagorean Theorem works, lists the proof, lists an example of how it was used historically within that culture, lists an example of how it is used in the modern culture of that country today 3-4 The scholar shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete. The scholar moves between different forms of representation with some success. For example, the presentation explains how the Pythagorean Theorem works, shows the proof, lists some examples of how it was used in the time of the proof within that culture, lists examples of how it is used in the modern culture of that country today 5-6 The scholar shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logical and complete. The scholar moves effectively between different forms of representation. For example, the presentation explains clearly how the Pythagorean Theorem works, explains how it was proven to be true, explains how it was used in the time of the proof within that culture, and explains how it is used in the modern culture of that country today

Critique Rubric Achievement level Level descriptor 0 Scholar does not reach a standard described by any of the descriptors below. 1-2 The scholar shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow. For example, the scholar lists at least one item that was understandable about the proof and one example what was unclear without citing any evidence from the presentation. The scholar does not suggest any improvements to the group about how to improve their presentation 3-4 The scholar shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete. The scholar moves between different forms of representation with some success. For example, the scholar lists what was understandable about the proof and what was unclear, citing one piece of evidence from the presentation. The scholar suggests one improvement to the group about how to improve their presentation 5-6 The scholar shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logical and complete. The scholar moves effectively between different forms of representation. For example, the scholar explains what was understandable about the proof and what was unclear, citing evidence from the presentation. The scholar suggests improvements to the group about how to improve their presentation