Uses a wide range of mainly formal, and some informal, oral and written mathematical
language and representation to communicate mathematically
SUPPORT
CONTEXT
TEXT COMPLEXITY
TASK COMPLEXITY
Autonomous learner who
accesses and evaluates
support from a broad range of
sources
Broad range of contexts
Adaptability within and across
contexts
Specialisation in one or more
contexts
Highly complex texts
Highly embedded information
Includes highly specialised
language and symbolism
Sophisticated task
conceptualisation,
organisation and analysis
Processes include synthesising,
critically reflecting, evaluating,
recommending
FOCUS AREA:
PERFORMANCE FEATURES INCLUDE:
Written mathematical
language
– Uses a combination of formal, written specialised mathematical and general language and
representation to document, interpret and communicate the mathematical thinking, problem
solving processes, outcomes and implications of the mathematical investigation
Oral mathematical
language
– Uses a combination of oral specialised mathematical and general language to discuss, explain
and interpret the processes, results and implications of the mathematical investigation
Complexity of
mathematical symbolism,
representation and
conventions
– Flexibly uses a combination of specialised formal and general mathematical symbolism,
diagrams, algebraic representation, graphs and conventions relevant to the mathematical
knowledge of the level, e.g.
