Article Summary

Guest Editorial...Motivating Growth of Mathematics Knowledge for Teaching: A Case for Secondary Mathematics Teacher Education    PDF

2008, Vol. 18, No. 2, 3-10

This paper is intended to offer some reflections on the difficulties associated with the appropriate use of rubric assessment in mathematics at the secondary level, and to provide an overview of an assessment technique, hereafter referred to as solution dynamics, as a way to enhance popular rubric assessment techniques. Two primary aspects of solution dynamics are presented in this manuscript. The first aspect considers how the tasks assigned in mathematics classrooms might be better organized and developed to demonstrate an evolving student understanding of the subject. The second aspect illustrates how revised scoring parameters reduce the potential for scoring inconsistencies stemming from the non-descript language commonly used in rubrics .

About the Authors:
Azita Manouchehri is a professor of mathematics education at Ohio State University. Her research has focused on the study of classroom interactions and evolution of mathematical discourse in presence of problem based instruction.

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