Author

Lisa M. Frye

Date of Award

2-1-2012

Document Type

Action Research Paper

Superseded Degree Name

Master Of Arts In Special Education

Colleges & School

College Of Education And Leadership

First Advisor

Margaret M. Szper

Library of Congress Subject Heading

Mathematics--Study and teaching; Mathematical ability--Study and teaching; Competency-based education; Educational tests and measurements; Grading and marking (Students)--United States

Abstract

The purpose of this study was to hypothesize that student achievement in mathematics can be increased by specifying student outcomes through a rubric. As a teacher of students with special education needs the researcher noticed, while correcting students' homework from Pre-Algebra class, that calculations were not organized and did not follow a logical sequence. This ultimately led to many computational errors and wrong answers. Some answers were calculated correctly, but were erroneously copied onto the answer sheet. These errors led to lower grades. Classroom discussions involving the teacher and students were not fluid, and sometimes dull. Discussions seemed strained at times. The student's answers to basic math questions indicated a lack of basic knowledge. The researcher hypothesized that using a rubric in mathematics would provide a clear and concise checklist of the teacher's expectations and a corresponding grade.

Rights

On-Campus Access

OCLC Number

778809175

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