Math in the Middle Institute Partnership


Date of this Version



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.


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.