Edexcel IGCSE Maths Examiner Report June 2023: Summary

The June 2023 IGCSE Maths Higher Edexcel papers contained 48 questions. It would be great as a teacher to be able to read every page of the examiners’ reports, however there is a lot to read through and your time is precious.

Therefore, in this article I’ll be summarising the key takeaways from the Edexcel IGCSE Maths Examiner Reports. That will allow you to focus your time on ensuring your students don’t make similar mistakes in their exams. 

Key Takeaways from the Edexcel IGCSE Maths Examiner Reports

My main takeaways for this set of papers are that students need to look out for the following common errors: 

• Misreading command words (e.g., “describe one transformation” misinterpreted and an answer with multiple transformations given instead)

• Omitting workings especially in the calculator paper (where no method can mean no marks even if the answer is right)

• Poor use of formula sheets (e.g., forgetting standard forms or volume formulae even when those are given in the paper)

• Weak algebraic manipulation especially with surds, indices, and completing the square

• Mistaking expressions for equations and attempting to solve them

• Confusing mathematical terms like frequency vs probability

Numbers and the number system

Common Strengths

• Standard form conversions (Q6 Paper 2H)

• Basic arithmetic and fraction operations (Q1 Paper 2H)

Common Areas for Improvement

• Confusion with indices and roots (Q6 Paper 1H, Q15 Paper 2H).

• Misapplication of bounds (Q25 Paper 2H).

Key Examiner Advice

Students generally handled number basics well, especially in standard form and arithmetic. However, errors were frequent in questions involving bounds, roots, and laws of indices. 

Examiners consistently noted confusion around upper and lower bounds and improper use of approximations, which often lost students marks even when the process seemed logical. 

Indices, especially fractional or negative ones, were poorly handled — a common mistake was treating powers of 2 and 5 incorrectly when simplifying.

To tackle these weaknesses, I would suggest employing regular retrieval tasks focusing on index laws, root manipulation, and bounds problems. For example, I’ve found mini-whiteboard drills to be useful, where students must convert between standard form and ordinary numbers quickly and accurately. 

When teaching bounds, pair theoretical explanation with real-world contexts (e.g. measurement tolerances) and emphasise calculator precision. Also, encourage students to always write units and interpret their results in context to avoid slipping into mechanical number-crunching.

Equations, formulae, and identities

Common Strengths

• Solving linear equations (Q9 1H, Q15c 2H)

• Expansion and simplification (Q11 1H, Q17a 2H)

Common Areas for Improvement

• Rearranging non-linear formulae (Q17b 2H)

• Misinterpreting expressions vs equations (general)

Key Examiner Advice

While students could often solve linear equations, more complex algebra involving rearranging formulae or manipulating expressions (e.g. indices, surds, quadratics) was a stumbling block. Factorising was sometimes confused with solving, and many candidates failed to show steps in “show that” questions — a major lost opportunity for method marks. 

On Paper 2H, questions requiring multiple stages of rearrangement (especially involving surds or squares) were among the most poorly answered. Students also often struggled with completing the square and solving simultaneous equations involving nonlinear components.

For these sorts of problems, it can help to adopt an explicit modelling strategy for multi-stage algebra problems, using colour-coding or structured frameworks like algebra tiles for early conceptual clarity. I’ve found that it can never hurt to keep emphasising that “hence” means “build on the previous step” — not “start again.”

For completing the square, focus on the structure and interpretation of vertex form as a method for solving and sketching quadratics. Include plenty of exam-style questions that require rearrangement or step-by-step justification. 

Encourage peer marking of each other's working to reinforce the importance of method, not just the final answer. Periodic low-stakes quizzes focused on algebraic manipulation will also build fluency.

Sequences, functions, and graphs

Common Strengths

• Drawing quadratic graphs (Q4b 2H)

• Function substitution (Q17 Paper 1H)

Common Areas for Improvement

• Interpreting simultaneous equations graphically (Q21 2H)

• Poor interpretation and construction of inequalities to define regions (Q7 1H)

Key Examiner Advice

Plotting graphs and working with function notation were generally well attempted, but many students did not join points on a plotted curve or misjudged the need for a smooth shape. 

When interpreting inequalities and regions (e.g. in coordinate geometry), examiners saw a lack of clear justification or awareness of inequality symbols. The substitution into and rearrangement of functions (particularly composite functions like gh(x)) also proved error-prone when paired with unfamiliar formats.

I’ve always encouraged use of Desmos or other graphing tools in class to give instant visual feedback when plotting points or exploring transformations. Create scaffolded worksheets that link equations, graphs, and their geometric features (e.g. turning point, line of symmetry). 

Inequalities can be made more tangible by drawing regions on coordinate grids with coloured shading and asking students to verbalise constraints. For function notation, use function machines and step-by-step input-output models, gradually building up to compositions and inverses.

Geometry and trigonometry

Common Strengths

• Pythagoras and basic perimeter (Q5 1H, Q12 2H)

Common Areas for Improvement

• Circle theorems underused or misapplied (Q7 2H, Q14 2H)

• Cosine/Sine rule with premature rounding (Q12 2H)

• Geometrical reasoning weak (Q22 both papers)

Key Examiner Advice

Geometry questions revealed frequent confusion in applying circle theorems and distinguishing between right-angle trigonometry and the sine/cosine rules. A lack of geometrical reasoning — failing to state why a step is taken or which rule is used — led to loss of marks even when answers were numerically correct. 

Transformations were generally understood when practical (e.g. rotation), but language precision was lacking: "move" or "increase" instead of proper transformation vocabulary (e.g. "translate by vector").

I have always found that classroom practice with diagram annotation is essential — get students to highlight angles, mark equal lengths, and label known values. Encourage “thinking aloud” explanations for geometry solutions: this helps develop the habit of giving reasons. Use matching card games where students match diagrams to transformation descriptions or theorems. 

Interactive tools like GeoGebra can help visualise sine and cosine rules or explore what changes when inputs vary. Also, embed key terminology into regular classroom vocabulary — perhaps through mini vocab tests or glossary activities.

Vectors and transformation geometry

Common Strengths

• Translation and rotation success (Q4a & 4c 1H)

Common Areas for Improvement

• Describing single transformations accurately (Q4b 1H)

• Vector algebra (Q19 1H)

Key Examiner Advice

Students often handled basic translations and vector notation (like AB or MB) but struggled when required to construct or manipulate expressions using multiple vectors. On Paper 1H, the vector proof question saw many students lose marks through algebraic inconsistency or failure to equate expressions. Many also described multiple transformations when only one was required, showing a need for more discipline in interpreting exam instructions precisely.

Vector path puzzles and geometry-based challenges that require combining multiple vectors, such as route-planning through grids using vector directions, are both things that I have found useful while teaching. Reinforce the idea of a single transformation using classroom movement or physical manipulations of objects. 

A classroom wall chart with all transformation types and their notation (e.g. rotation centre, vector, scale factor) can be a helpful reference. Regular practice in simplifying vector expressions (with visual models when needed) will also help cement these concepts.

Statistics and probability

Common Strengths

• Probability tree diagrams and outcomes (Q13 2H)

• Cumulative frequency diagrams (Q12 1H)

Common Areas for Improvement

• Misreading statistical terminology (Q10 1H & Q2 2H)

• Histogram interpretation (Q18 1H)

Key Examiner Advice

While basic probability and reading statistical diagrams were well attempted, conceptual understanding was weak in several areas. Many confused frequency with probability, or failed to interpret what a graph was showing. 

In histograms, students often treated bars like bar charts (reading height instead of area). Probability tree diagrams were generally good, but some students still added instead of multiplying branches. Interpretation of cumulative frequency was often rushed or misread.

When teaching, I like to use real datasets in class to make abstract statistical concepts more meaningful — e.g., student surveys or sports statistics. Break down tree diagram practice into stages: probability per branch → multiplication → summing outcomes. Encourage ‘dual coding’, i.e. labelling diagrams with both frequencies and probabilities side by side. 

With graphs like cumulative frequency, use scaffolded activities that ask students to explain in words what the graph is telling them before extracting values. Also, it never hurts to repeatedly stress the difference between “number of times” and “likelihood.”

How to Use the Examiner Report in the Classroom

Although examiner reports are perhaps aimed primarily at teachers, with your guidance they can be a very useful tool for your students as well. For example, choose a question from a past paper and ask your students to suggest what some of the common mistakes might have been. Sharing the relevant extract from the report might then either surprise your students or confirm their suspicions, and lead to interesting follow-on discussions.

Improve Student Outcomes with Save My Exams

Here at Save My Exams, we have concise revision notes for Edexcel IGCSE Maths to help your students when revising. We have flashcards which you can use in the classroom to test your students’ recall of key knowledge. For homework, you could use our differentiated topic questions, then use our student-friendly model answers to have your students peer mark each other’s work.

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References

Paper 1H Question Paper 

Paper 1H Examiner Report

Paper 2H Question Paper 

Paper 2H Examiner Report