Developing mathematical thinking with Scratch
Rubric for mathematical processes assessment
Criteria
Modeling
Table 1: Modeling
Performance levels
A
B
C
Student prop- Student prop- Student properly
solves erly solves 3 out erly solves solve
all
problems of 4 problems 2 out of 4 probrelated to mod- related to mod- lems problems
eling process, in eling process, in related to modwhich detection which detection eling process, in
of variables and of variables and which detection
relationships
relationships
of variables and
between them between them relationships
that establish that establish between them
a
mathemat- a
mathemat- that establish
ical model is ical model is a
mathematrequired, as well required, as well ical model is
as detection of as detection of required, as well
patterns
that patterns
that as detection of
students
can students
can patterns
that
find in daily, find in daily, students
can
scientific
and scientific
and find in daily,
mathematical
mathematical
scientific
and
situations,
to situations,
to mathematical
be
mentally be
mentally situations,
to
reconstructed.
reconstructed.
be
mentally
reconstructed.
D
Student
has
difficulties
in
solving
problems related to
modeling process, in which
detection
of
variables
and
relationships
between them
that establish
a
mathematical model is
required, as well
as detection of
patterns
that
students
can
find in daily,
scientific
and
mathematical
situations,
to
be
mentally
reconstructed.
Criteria
Reasoning
Criteria
Problem
problem
solving
Table 2: Reasoning
Performance levels
A
B
C
Student prop- Student prop- Student properly uses the erly uses the erly uses the
reasoning pro- reasoning pro- reasoning process to solve 3 cess to solve all cess to solve 2
out of 4 prob- the
problems oout of 4 problems she is faced she is faced lems she is faced
with, perceiving with, perceiving with, perceiving
regularities and regularities and regularities and
relationships,
relationships,
relationships,
making
pre- making
pre- making
predictions
and dictions
and dictions
and
conjecture
or conjecture
or conjecture
or
justifying
ar- justifying
ar- justifying
arguments
and guments
and guments
and
reasons.
reasons.
reasons.
Table 3: Problem solving
Performance levels
A
B
C
Student easily Student solves Student solves
solves problems 3 out of 4 2 out of 4
in which deploy- problems
in problems
in
ing
strategies which deploying which deploying
to find results, strategies
to strategies
to
verifying them find
results, find
results,
and interpret- verifying them verifying them
ing the given and interpret- and interpretstatements
is ing the given ing the given
required.
statements
is statements
is
required.
required.
D
Student
has
difficulties
in
solving
problems by using
reasoning process
where
she needs to
perceive
regularities
and
relationships,
make
predictions
and
conjecture
or
justify
arguments
and
reasons.
D
Student
has
difficulties
in
solving
problems in which
deploying
strategies
to
find
results,
verifying them
and interpreting the given
statements
is
required.
Criteria
Exercising
Table 4: Exercising
Performance levels
A
B
C
Student
eas- Student
exe- Student
exily
executes cutes algorith- ecutes
some
algorithmic
mic procedures, algorithmic proprocedures,
explaining the cedures, but she
explaining the concepts
she has difficulties
concepts
she uses and recog- in
explaining
uses and recog- nizing situations the
concepts
nizing situations when she can she uses and
when she can apply a specific the reasons to
apply a specific mathematical
apply a specific
mathematical
technique
or mathematical
technique
or operation.
technique
or
operation.
operation.
D
Student
has
difficulties
in
executing
algorithmic procedures, as well
as in explaining
the
concepts
she uses and
the reasons to
apply a specific
mathematical
technique
or
operation.