Publication Date
7-9-2009
Abstract
The basic aim of this exploratory research study was to determine if a specific instructional strategy, that of developing scoring rubrics within a collaborative classroom setting, could be used to improve pre-service teachers facility with proofs. During the study, which occurred in a course for secondary mathematics teachers, the primary focus was on creating and implementing a scoring rubric, rather than on direct instruction about proofs. In general, the study had very mixed results. Statistically, the quantitative data indicated no significant improvement occurred in participants' ability to validate proofs. However, the qualitative results and the considerable improvement by some participants warrant further investigation of the attempted instructional technique.
Degree Name
Mathematics
Level of Degree
Masters
Department Name
Mathematics & Statistics
First Committee Member (Chair)
Kristin Umland
Second Committee Member
Richard Kitchen
Third Committee Member
James Auby Ellison
Language
English
Keywords
Proof theory--Study and teaching (Secondary)--Evaluation, Mathematics--Study and teaching (Secondary)--Evaluation, Grading and marking (Students)
Document Type
Thesis
Recommended Citation
Middleton, Timothy J.. "Development of scoring rubrics and pre-service teachers ability to validate mathematical proofs." (2009). https://digitalrepository.unm.edu/math_etds/30
