Welcome to the Mathematics Assessment Project Drawing On Math Would You Rather? | Asking students to choose their own path and justify it How Single-Point Rubrics Can Improve The Quality Of Student Work How Single-Point Rubrics Can Improve Student Work by Drew Perkins Developing and using rubrics with students has long been a challenge for educators. Sometimes it’s an afterthought for teachers once they’ve planned their lesson or unit. Students usually see them next stapled to their grade as they ask why they received whatever grade we assigned, and we say, “Didn’t you look at your rubric?” I’m a big fan of the single point rubric and often use the ‘Breakfast in Bed’ example from Cult of Pedagogy in our PBL workshops. With traditional rubrics we try to fit what the student has produced into one of the indicators in one of the many boxes corresponding to a number score. Single point rubrics can be used for anything, like our PBL project design rubric, but because we get so many questions about presentation rubrics, I’ll use that for this example. How Single Point Rubrics Work A single point rubric designed to assess and provide feedback for presentations might look like the example below.
The Number Warrior | Assorted posts on mathematics and education Puzzle! Slitherlink, Nurikabe, Heyawake, Sudoku... - run by Nikoli [www.nikoli.com] Illustrative Mathematics Make sure you have plenty of snap cubes. A dubsnap is a length equal to two snap cube edges. Build a cube using 8 snap cubes of one color. Call this a dubsnap cube, with side length equal to 1 dubsnap, so it has a volume of  cubic dubsnap. How long (in dubsnaps) are the side lengths of a single snap cube? dy/dan – less helpful mathschallenge.net To use the search facility enter your keywords, separated by spaces, in the box below. The engine will scan through the problem description, details, solution, and a set of topic keywords for every problem. You can further refine your search by requiring an exact match of every word in your list (AND) or any of your keywords (OR). You can also select the difficulty level of the problem, for which guidance is given below. Guidelines to level of difficulty: These problems require nothing more than a logical mind and a willingness to try things out on paper. Problems begin to require insights and mathematical tools. A good knowledge of school mathematics and/or some aspects of proof will be required. A comprehensive knowledge of school mathematics and advanced mathematical tools will be required. Please note on many problems that, although they start at a particular level of difficulty, the extensions may extend it considerably beyond its initial level of difficulty.
Building Thinking Classrooms If you've ever attempted to run a math or science lesson and haven't heard about Peter Liljedahl’s research yet, then you definitely need to get up to speed! Based out of Simon Fraser University, Peter Liljedahl works on mathematics pedagogy research that tries to answer one basic fundamental question; how can we get students thinking in class. All too often, students in classrooms aren't actually driven to tackle problems. After traveling the world and examining thousands of classrooms, an interesting commonality started to emerge; classroom structures around the world for the last 100 years have more or less stayed the same. The thinking classroom framework approaches teaching as an active process where small random teams of students works on non-permanent surfaces to solve a series of carefully selected problems. The first important factor that influenced thinking in the classroom was changing the way students worked on problems. Read more about Thinking Classrooms