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iRubric: Supportive Classroom Environment for Math rubric
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Supportive Classroom Environment for Math
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:
J26B34
By
msjetta12
Ready to use
Public Rubric
Subject:
Math
Type:
(Other)
Grade Levels:
(none)
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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.
Keywords:
math classroom environment
Subjects:
Math
Types:
(Other)
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