Grading Rubric for Analysis of Algebraic Task

I.  4-5 page paper to be submitted on day of presentation
 
Please organize your paper in the following sections.

Section of Paper

Percent Emphasis

I.     Give a brief description of the algebraic task (include a reference to the source of the task). Include the task in an appendix if it is too lengthy.

Describe the grade level and course where the task could be used.  What materials are used in this task (e.g., manipulatives, technology)? Also describe the prerequisite skills and concepts that are essential for students to be successful in this algebraic task. (1-2 paragraphs)

10

II.  Analyze the algebra and potential algebraic thinking that students may use in this task. Describe the important algebraic thinking in this task. What habits of mind could be fostered through this task? Reference the NCTM Principles and Standards as well as course reading material and research literature. (2-3 pages)

40

III.  Discuss pedagogical issues of using this task with students. What is the role of the teacher in this task? What do you anticipate learners doing in this task? What questions should be posed to get students to think algebraically in this task? Reference the NCTM Principles and Standards as well as course reading material and research literature. (2-3 pages)

40

Grammar & APA style

You will be scored on your grammar, use of APA citations throughout the 4-5 page paper, and APA style in your reference list.

 

You must have at least 2 additional research-based articles beyond the task source, NCTM Principles and Standards, and course reading material.
*** Information on using APA citation standards.

       10

15 minute class presentation of task
 

Part of Presentation

Percent Emphasis

Engage students in the algebraic task (parts of the task). Ask appropriate questions during the task investigation to elicit algebraic thinking from participants. (10 minutes)

60

Either
a) Provide a summary of your analysis of the task as written in section II and III in paper in a presentation (overheads or PowerPoint). 
OR
b) Lead the class in a discussion of the algebraic thinking (section II) and pedagogical issues (section III) by asking appropriate questions and facilitating participants' engagement in the discussion (5 minutes)

40