There is substantial evidence that the student understands the mathematical concepts that are central to the task. There is some evidence that the student understands the mathematical concepts that are central to the task. Where the student uses appropriate mathematical concepts, the application of those concepts is flawed or incomplete. Performance that meets this standard could include, or consist of, diagrams and drawings as well as prose. To score high on this standard, the student must communicate, in writing, an accurate, complete and convincing explanation or argument.
Mathematical communication is exemplary.
They are incomplete because they have not been finished, they omit a major part of an argument, or they contain several mathematical or logical errors. This standard is intended to measure the extent to which students demonstrate cognitive activity that goes beyond mechanically recording, reporting or otherwise reproducing information. The essential question is whether students demonstrate construction of knowledge through thinking and the organization of information, versus reproduction of knowledge by restating what has been previously given to them. Most of the student's work includes analysis. At least three statements indicate that the student has successfully generalized, interpreted, tested, or synthesized specific information.