Rubric Assessment of Mathematical Processes in Homework

In this action research study of my classroom of 11th grade geometry, I investigated the use of rubrics to help me assess my students during homework presentations. I wanted to know more about the processes students went through as they did their homework problems, so homework presentations were implemented with the rubrics being the main form of assessment. I discovered that students are willing to speak about mathematics and can gain more understanding of mathematical processes as a result of homework presentations. The scores of the class improved after they talked about the homework assignments with each other. As a result of this research, I plan to keep on using homework presentations in my classroom to talk about homework, but discontinue the use of rubrics in assessment of students in mathematics. I also found students going to the board to solve problems in small groups are another helpful way to use presentations prior to assessment to help me understand where the students are with a new concept prior to assigning homework or giving an assessment.

Daily Problem-Solving Warm-Ups: Harboring Mathematical Thinking In The Middle School Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the use of daily warm-ups written in problem-solving format. Data was collected to determine if use of such warm-ups would have an effect on students’ abilities to problem solve, their overall attitudes regarding problem solving and whether such an activity could also enhance their readiness each day to learn new mathematics concepts. It was also my hope that this practice would have some positive impact on maximizing the amount of time I have with my students for math instruction. I discovered that daily exposure to problem-solving practices did impact the students’ overall abilities and achievement (though sometimes not positively) and similarly the students’ attitudes showed slight changes as well. It certainly seemed to improve their readiness for the day’s lesson as class started in a more timely manner and students were more actively involved in learning mathematics (or perhaps working on mathematics) than other classes not involved in the research. As a result of this study, I plan to continue using daily warm-ups and problem-solving (perhaps on a less formal or regimented level) and continue gathering data to further determine if this methodology can be useful in improving students’ overall mathematical skills, abilities and achievement.