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iRubric: Supportive Classroom Environment for Math rubric

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Supportive Classroom Environment for Math 
This rubric outlines the criteria one would expect to see in a classroom that promotes higher levels of thinking, fosters dispositions and efficacy related to math education of youching children
Rubric Code: CX87XW
By epbridges
Ready to use
Public Rubric
Subject: Math  
Type: (Other)  
Grade Levels: K-5

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  Poor

1 pts

Fair

2 pts

Good

3 pts

Socio-emotional Environement

Poor

Teacher does not allow students to expand on their math finding and work with others to come to conclusions.
Fair

Teacher allows some questions to be asked but students are still required to do independent math work.
Good

Teacher allows students to interact with each other to find answers to difficult math questions and allows students to approach math in their own way.
Physical Environment

Poor

The classroom has little to not math materials in the surrounding enviroment.
Fair

The classroom has some math related materials around in the room that intertwine with their everyday routine.
Good

The classroom is surrounded by math related materials that are incorporated into the students everyday activities and routines.
Teaching Techniques

Poor

Math is taught independently and is not incorporated into any other subjects.
Fair

Math is taught with some relation to other subjects but there is not much room for exploration.
Good

Math is taught in every aspect of the day. This includes but is not limited to, speaking patterns of the teacher, connections made to math throughout the day and math related games.
Content

Poor

The content is too simple and may possibly include: mental math, number and operations, measurement, geometry and spatial awareness, time and money, patterns and relationships and statistics and probability.
Fair

The content is developmentally appropriate and can include: mental math, number and operations, measurement, geometry and spatial awareness, time and money, patterns and relationships and statistics and probability.
Good

Content is developmentally appropriate and challenges the students to face new problems. It includes: mental math, number and operations, measurement, geometry and spatial awareness, time and money, patterns and relationships and statistics and probability.
Materials

Poor

Materials are not developmentally appropriate and are only used during "math time".
Fair

Materials are develpomentally appropriate and are appealing to the students. This can include but are not limited to: counters, building blocks, sand table, math games, dominos, ect.
Good

Materials are developmentally appropriate and challenge the children. They are easily accesible and are appealing to the students. They include but are not limited to: counters, building blocks, sand table, math games, dominos, ect.



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  • math classroom environment

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