EMS474 GRADING RUBRIC

Cross-Text Analysis of a Mathematics Topic

Assignment:  As a small group, you will compare and contrast 3 different textbooks (i.e. technology based textbook, NSF Reform Curricula Textbook, and a traditional textbook), one of which will be your classroom textbook. 

Topic: Slope as a rate of change between two variables

Each group will complete the following:

A)    given the topic, identify the North Carolina Standard Course of Study (NCSCoS) objectives and the NCTM PSSM standards for 6th – 8th grades that are related to this topic,

B)     write 1-2 page(s) discussing how the NCSCoS and NCTM recommend developing this topic across the 6-8 grade span,

C)    For EACH textbook, read and analyze each section of the textbook and complete the following:

                                i)            create a table identifying each section that contains content developing the concepts and procedures of this topic.

                               ii)            write a 1-2 page(s) rich description of how this textbook develops this topic throughout the textbook,

***(6 pages MAX for all 3 textbooks)

D)    write a cross-text analysis (1-2 page(s)) discussing the benefits and drawbacks of how the 3 textbooks approach this topic, and

E)  write 1 paragraph discussing which textbook provides the most coherent approach to this topic and why.

 

Rubric:

Element

Possible Points

Your Points

Comments

1.      Identify the objectives in the NCSCOS and standards in the PSSM related to slope as a rate of change

·        DO you identify all objectives and standards that are relevant for this topic?

10

 

 

2. 1-2 page paper discussing how the NCSCoS and NCTM recommend developing slope as rate of change across the 6-8 grade span

  • Is there evidence that you have synthesized the two documents and can explicate the development of slope as a rate of change in the context of specific examples?
  • Is your description well written and clear?

10

 

 

3. Table identifying the topics related to slope as rate of change and where the topics are addressed in each textbook

  • Is the list of topics coherent and clearly connected to slope as rate of change, particularly with how it is described in part 2 above?
  • For each textbook, is it clear that the person working on that textbook correctly and comprehensively identified sections?

 

15

 

 

4. FOR EACH of the 3 textbooks, a 1-2 page(s) rich description of how the textbook develops the topic of slope as rate of change throughout the textbook

  • Is the description detailed enough and pulled from specific examples in the textbook?
  • Is it clear that the reviewer understands the development of the topic in the textbook and can communicate that effectively?
  • Is all writing clear and grammatically correct?

 

15 pts for EACH

 

 

5. a cross-text analysis (1-2 page(s)) discussing the benefits and drawbacks of how the 3 textbooks approach slope as a rate of change, including 1 paragraph discussing which textbook provides the most coherent approach to this topic and why.

  • Are both benefits and drawbacks discussed in such as way that it is clear that each textbook is considered?
  • Is the comparison consistent with the NCTM and NCSOS vision for the development of slope as rate of change?
  • Does the final paragraph make a clear argument for why a certain textbook was chosen as the exemplar?
  • Is your writing clear and grammatically correct?

20

 

 

TOTAL

100