Date of Award
Action Research Paper
Superseded Degree Name
Master Of Arts In Special Education
Colleges & School
College Of Education And Leadership
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
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.
Frye, Lisa M., "Student achievement in mathematics can be increased by specifying student outcomes through a rubric" (2012). Master's Theses, Capstones, and Projects. 374.