Common IB Maths IA Pitfalls

The most frequent mistakes IB examiners see - and exactly how to avoid them.

Writing a descriptive essay instead of a mathematical exploration

The most common mistake. Many IAs read like a history of maths or a Wikipedia article. Large chunks describe what mathematicians did - but there's no original mathematical work by the student.

Fix: Every section should involve you doing maths - calculating, modelling, testing, proving. Background context should take no more than 1–2 pages.

Topic is too broad

"The mathematics of music" or "Statistics in sport" are far too wide. There's no way to explore them deeply in 12–20 pages. Students end up skimming across many ideas without depth on any.

Fix: Narrow to one specific, answerable question. "To what extent can a logistic model predict crowd attendance at Premier League matches?" is specific enough to explore deeply.

Mathematics too simple for the level

An SL student who calculates means and percentages, or an HL student who only uses basic calculus, will score poorly on Criterion E. Many students underestimate how much depth is expected.

Fix: Check the HL/SL descriptors for Criterion E. SL should involve real analysis (regression, hypothesis testing, modelling). HL must include content from the HL component.

No genuine personal engagement

"I chose this topic because maths is everywhere" is not personal engagement. Examiners can immediately tell when a student chose a topic from a list versus one they care about.

Fix: Choose a topic that connects to something real in your life. Write about it in your introduction: "I became interested in this when...". Make choices within the exploration that reflect your own curiosity.

Reflection saved entirely for the conclusion

Many students write one paragraph at the end labelled "Evaluation" and call it reflection. But the mark scheme rewards reflection that appears throughout the exploration.

Fix: After each calculation or model, add 1–2 sentences: "This result suggests... However, the model assumes X, which may not hold because...". Reflection is a thread, not a box to tick at the end.

Poor mathematical notation and communication

Variables undefined. Notation inconsistent. Equations pasted as images. Axes unlabelled. These all cost marks on Criterion B - and make the IA look rushed.

Fix: Define every variable the first time you use it. Use a consistent notation style throughout. Label every graph axis with the variable name and units. Type equations properly using equation editors.

Using made-up or generic data

A student who makes up numbers or uses a textbook dataset with no personal connection scores poorly on personal engagement. The examiner can often tell the data isn't real.

Fix: Collect your own data wherever possible. If using a published dataset, explain why you chose that specific dataset and what it means to you. The source should be cited clearly.

Going over (or under) the page limit

The IB recommends 12–20 pages. Students who write 30+ pages often include padding that dilutes their mathematical depth. Those under 12 pages rarely have enough content to score highly.

Fix: Aim for 15–17 pages of substantive content. Cut anything that doesn't directly support your aim or demonstrate mathematical thinking.

Missing or poor bibliography

Many students omit citations entirely, or list websites without dates, authors, or URLs. Academic honesty is taken seriously by the IB.

Fix: Use a consistent citation format (MLA or APA) for every source. Cite in-text when you use an idea or data from elsewhere.

Using AI to write your IA

This is a serious academic integrity violation. IB examiners are increasingly trained to detect AI-generated writing, and the consequences include disqualification from the diploma.

Fix: Write in your own voice. Use AI tools only to check grammar or explain concepts you don't understand - not to generate content. Your IA must be your own mathematical exploration.

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