Rubric for Assessment 7: History of Mathematics assignment
Criteria
NCTM
Standard(s)
4 (Exemplary)
3 (proficient)
2 (developing)
1 (unacceptable / not
demonstrated)
Knowledge of
historical development
of number systems
9.10
A narrative interweaving
at least three historical
developments in number
systems along with their
significance is welldeveloped; contributions
from diverse cultures are
seamlessly integrated into
the narrative.
At least three historical
developments in the topic
are described accurately
and clearly; the
significance of those
developments to the field
is clearly portrayed;
contributions from at least
two cultures are included.
Fewer than three
historical developments
of number systems are
included; significance of
the developments is
portrayed inaccurately or
is omitted; contributions
from diverse cultures are
not included or not noted.
Knowledge of
historical development
of algebra
10.6
A narrative interweaving
at least three historical
developments in algebra
along with their
significance is welldeveloped; contributions
from diverse cultures are
seamlessly integrated into
the narrative.
At least three historical
developments in the topic
of algebra are described
accurately and clearly; the
significance of those
developments to the field
is clearly portrayed;
contributions from at least
two cultures are included.
Knowledge of
historical development
of Euclidean geometry
11.8
At least three historical
developments in the topic
are described accurately
and clearly; the
significance of those
developments to the field
is clearly portrayed;
contributions from at least
two cultures are included.
Knowledge of
historical development
of non-Euclidean
geometry
11.8
A narrative interweaving
at least three historical
developments in
Euclidean geometry
along with their
significance is welldeveloped; contributions
from diverse cultures are
seamlessly integrated into
the narrative.
A narrative interweaving
at least three historical
developments in nonEuclidean geometry
along with their
Several historical
developments of the topic of
number systems are described
but there may be inaccuracies
in the descriptions or
misjudgments as to their
significance; contributions
from diverse cultures are
included but not well
described.
Several historical
developments of the topic of
algebra are described but
there may be inaccuracies in
the descriptions or
misjudgments as to their
significance; contributions
from diverse cultures are
included but not well
described.
Several historical
developments of the topic of
Euclidean geometry are
described but there may be
inaccuracies in the
descriptions or misjudgments
as to their significance;
contributions from diverse
cultures are included but not
well described.
Several historical
developments of the topic of
non-Euclidean geometry are
described but there may be
inaccuracies in the
At least three historical
developments in the topic
are described accurately
and clearly; the
significance of those
Fewer than three
historical developments
of algebra are included;
significance of the
developments is
portrayed inaccurately or
is omitted; contributions
from diverse cultures are
not included or not noted.
Fewer than three
historical developments
of Euclidean geometry
are included; significance
of the developments is
portrayed inaccurately or
is omitted; contributions
from diverse cultures are
not included or not noted.
Fewer than three
historical developments
of non-Euclidean
geometry are included;
significance of the
significance is welldeveloped; contributions
from diverse cultures are
seamlessly integrated into
the narrative.
A narrative interweaving
at least three historical
developments in Calculus
along with their
significance is welldeveloped; contributions
from diverse cultures are
seamlessly integrated into
the narrative.
developments to the field
is clearly portrayed;
contributions from at least
two cultures are included.
Knowledge of
historical development
of Calculus
12.5
At least three historical
developments in the topic
are described accurately
and clearly; the
significance of those
developments to the field
is clearly portrayed;
contributions from at least
two cultures are included.
Knowledge of
historical development
of discrete
mathematics
13.4
A narrative interweaving
at least three historical
developments in discrete
mathematics along with
their significance is welldeveloped; contributions
from diverse cultures are
seamlessly integrated into
the narrative.
At least three historical
developments in the topic
are described accurately
and clearly; the
significance of those
developments to the field
is clearly portrayed;
contributions from at least
two cultures are included.
Knowledge of
historical development
of probability and
statistics
14.8
At least three historical
developments in the topic
are described accurately
and clearly; the
significance of those
developments to the field
is clearly portrayed;
contributions from at least
two cultures are included.
Knowledge of
historical development
of measurement
15.4
A narrative interweaving
at least three historical
developments in
probability and statistics
along with their
significance is welldeveloped; contributions
from diverse cultures are
seamlessly integrated into
the narrative.
A narrative interweaving
at least three historical
developments in
measurement along with
At least three historical
developments in the topic
are described accurately
and clearly; the
descriptions or misjudgments
as to their significance;
contributions from diverse
cultures are included but not
well described.
Several historical
developments of the topic of
Calculus are described but
there may be inaccuracies in
the descriptions or
misjudgments as to their
significance; contributions
from diverse cultures are
included but not well
described.
Several historical
developments of the topic of
discrete mathematics are
described but there may be
inaccuracies in the
descriptions or misjudgments
as to their significance;
contributions from diverse
cultures are included but not
well described.
Several historical
developments of the topic of
probability and statistics are
described but there may be
inaccuracies in the
descriptions or misjudgments
as to their significance;
contributions from diverse
cultures are included but not
well described.
Several historical
developments of the topic of
measurement are described
but there may be inaccuracies
developments is
portrayed inaccurately or
is omitted; contributions
from diverse cultures are
not included or not noted.
Fewer than three
historical developments
of Calculus are included;
significance of the
developments is
portrayed inaccurately or
is omitted; contributions
from diverse cultures are
not included or not noted.
Fewer than three
historical developments
of discrete mathematics
are included; significance
of the developments is
portrayed inaccurately or
is omitted; contributions
from diverse cultures are
not included or not noted.
Fewer than three
historical developments
of probability and
statistics are included;
significance of the
developments is
portrayed inaccurately or
is omitted; contributions
from diverse cultures are
not included or not noted.
Fewer than three
historical developments
of measurement are
included; significance of
Overall quality of the
project
3.2
their significance is welldeveloped; contributions
from diverse cultures are
seamlessly integrated into
the narrative.
significance of those
developments to the field
is clearly portrayed;
contributions from at least
two cultures are included.
Paper is notably wellwritten and organized,
and standard grammar is
used correctly.
Mathematical
developments within each
topic are extremely welldescribed and a narrative
of the significance is
established. Mathematical
language and notation are
used particularly
effectively.
The paper is wellorganized and lines of
reasoning are easy to
follow. Writing is clear
and grammar is correct.
Mathematical
developments within each
subject are accurately
described. Mathematical
language and notation are
used appropriately and
effectively.
in the descriptions or
misjudgments as to their
significance; contributions
from diverse cultures are
included but not well
described.
There are some problems
with the paper’s organization,
writing style and/or grammar.
Mathematical developments
within subjects are described
but there may be a lack of
clarity and/or accuracy.
Mathematical language and
notation are used, but there
are may be problems with
clarity and / or consistency.
the developments is
portrayed inaccurately or
is omitted; contributions
from diverse cultures are
not included or not noted.
Writing is unclear, paper
is disorganized, notation
use is confusing or
nonstandard,
mathematical
developments are
inaccurately portrayed or
are described with a
complete lack of clarity.