Math in the Middle Institute Partnership

 

Date of this Version

7-2009

Comments

Math in the Middle Institute Partnership, Action Research Project Report, in partial fulfillment of the MA Degree. Department of Teaching, Learning, and Teacher Education. University of Nebraska-Lincoln. July 2009.

Abstract

In this action research study of my classroom of sixth grade mathematics, I investigated the impact of rubrics on strengthening students’ mathematical understanding and students’ ability to communicate about problem solving processes. The feedback was given on three daily bell-work problems assigned at the beginning of each class over the previous lesson. I discovered that the use of these rubrics were beneficial to the students and teacher. Once students were given the expectations of the bell-work problems and became comfortable with the rubric, the quality of their work and communication of solutions was higher than before the rubric system was implemented. As a result of this research, I plan to transition into a system of providing individualized feedback on specific daily homework problems in an attempt to give students meaningful information based on current skill acquisition.