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Assessment Descriiption
Mathematical discourse is the mathematical communication
Assessment Descriiption
Mathematical discourse is the mathematical communication that takes place in the classroom. Effective discourse happens when students share and explain their own mathematical ideas and seriously consider their peers’ perspectives to construct mathematical understandings. Educators play an important role in facilitating such discourse through questioning and other strategies. The Mathematical Practice Standard this assignment will focus on is Practice 3: “Construct viable arguments and critique the reasoning of others.”
Part 1: FAQ Document
For the first part of this assignment, create a Frequently Asked Questions (FAQ) document about mathematical discourse and the instructional strategies to promote mathematical discourse in the classroom. Include the strategy name and a brief descriiption explaining what it is and how it promotes mathematical discourse and helps K-8 students develop critical thinking and problem-solving skills. You can organize this document in any way you choose. You will need at least eight instructional strategies/ideas that promote effective mathematical discourse. You must include the following as part of your eight instructional strategies/ideas:
Questioning strategies
Math vocabulary development
Classroom discussion norms
Part 2: Mathematical Discourse Reflection
In 250-500 words, use strategies from your FAQ document in your plan and explain how you will address the following discourse in your classroom:
Teacher-to-student
Student-to-student
Support the assignment with 3-5 scholarly resources.
Rubric Criteria:
Questioning Strategies
6.5 points
Criteria Descriiption
Questioning Strategies
5. Target
6.5 points
Questioning strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
4. Acceptable
5.66 points
Questioning strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
3. Approaching
4.81 points
Questioning strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
2. Insufficient
4.48 points
Questioning strategies/ideas are incomplete or poorly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
1. No Submission
0 points
Not addressed.
Math Vocabulary Development
6.5 points
Classroom Discussion Norms
6.5 points
Criteria Descriiption
Classroom Discussion Norms
5. Target
6.5 points
Classroom discussion strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
4. Acceptable
5.66 points
Classroom discussion strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
3. Approaching
4.81 points
Classroom discussion strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
2. Insufficient
4.48 points
Classroom discussion strategies/ideas are incomplete or poorly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
1. No Submission
0 points
Not addressed.
Additional Strategies
19.5 points
Criteria Descriiption
Additional Strategies
5. Target
19.5 points
Strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.
4. Acceptable
16.97 points
Strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
3. Approaching
14.43 points
Strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
2. Insufficient
13.45 points
Strategies/ideas are incomplete or poorly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.
1. No Submission
0 points
Not addressed.
Reflection
16.25 points
Criteria Descriiption
Reflection
5. Target
16.25 points
A thorough and in-depth explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
4. Acceptable
14.14 points
A detailed and logical explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
3. Approaching
12.03 points
A vague or unclear explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
2. Insufficient
11.21 points
An incomplete or irrelevant explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.
1. No Submission
0 points
Not addressed.
Organization
3.25 points
Criteria Descriiption
Organization
5. Target
3.25 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
4. Acceptable
2.83 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
3. Approaching
2.41 points
The content is not well organized even though it provides the audience with a sense of the main idea.
2. Insufficient
2.24 points
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other.
1. No Submission
0 points
Not addressed.
Supporting Research and Documentation of Sources
3.25 points
Criteria Descriiption
Uses appropriate designated style and formatting to document sources in citations and references.
5. Target
3.25 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Acceptable
2.83 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Approaching
2.41 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
2. Insufficient
2.24 points
Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. No Submission
0 points
Not addressed.
Mechanics of Writing
3.25 points
Criteria Descriiption
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
3.25 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
4. Acceptable
2.83 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
2.41 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
2. Insufficient
2.24 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
1. No Submission
0 points
Not addressed.
Total
65 points
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