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.