The Development of Rubric for Mathematics Rubric Writing and a Study of Its Effect on First Graders’ Learning of Addition and Subtraction Word Problems

• Main Authors: Yu-Ju Cheng, 程玉茹
• Other Authors: Yuan Yuan
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/63340375013458604311

碩士 === 中原大學 === 教育研究所 === 98 === The objective of this study was to develop a rubric for mathematics rubric writing. By combining the nonequivalent quasi-experimental design and quantitative data analysis into a nine-week teaching experiment, we studied the effect on first grader’s learning of addition and subtraction word problems. The research designs were the learning list and rubric in the form of mathematics rubric writing; the subjects were first graders of two classes in a Taoyuan County elementary school. One class was the experimental group (25 students), in which mathematics rubric writing activities were employed. The other class was the control group (23 students), where the ordinary teaching methods without rubric writing activities applied. After the teaching experiment, the two student groups took a mathematics achievement test in order to evaluate the post-experimental learning. This study’s rubric of mathematics rubric writing was analytical. In reference to Polya (1945), the problem solving process included four dimensions: understanding the problem, devising a plan, carrying out the plan, looking back. Each dimension was graded on three levels: Grade 0, Grade 1, Grade 2. A two-dimensional table displays the description of each grading, offering feedback to teachers and students regarding teaching and learning activities. In addition, statistical results demonstrated that students subject to mathematics rubric writing and ordinary teaching methods did not significantly differ in terms of mathematics achievement. Analysis regarding the accuracy rate showed that: students in the experimental group (those involved in mathematics rubric writing activities) had better understanding of the problem and knew how to select an proper approach when encountering unfamiliar and relatively difficult word problems, e.g., the change type (initial value unknown) and compare type (reference quantity unknown). Future suggestions for the arrangement of course materials, first/second-grade math teaching and researchers are provided at the end of the study.