Inquiry in the Mathematics Classroom

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School of Education
EDPR3000 EDPR3006 EDP343 Inquiry in the Mathematics Classroom | Assessment 2 / Essay |Total marks: 50%

HD Exemplary (mark) D Excellent (mark) CR Proficient (mark) P Sound (mark) F Unresolved (mark)
Criterion 1
5 marks Provides a short rationale
for, and a description of the inquiry
task, and describes how the inquiry
would develop over a series of lessons		 Sophisticated rationale provided; detailed and
clear description of the inquiry task and how the
task develops over a series of lessons		 Very good rationale provided; detailed and clear
description of the inquiry task and how the task
develops over a series of lessons		 Appropriate rationale provided; adequate
description of the inquiry task and how the task
develops over a series of lessons.		 Rationale provided.Questions/tasks may not
meet all criteria in parts;originality;suitability.
Rationale needs further development to identify
key ideas. AC links attempted.		 Little or no rationale provided; minimal, no, or
unclear description of the inquiry task and/or
how the task develops over a series of lessons.
Criterion 2
15 marks Writes a clear and
comprehensive lesson plan
for introducing the inquiry to
a class of children		 Highly detailed lesson plan is provided including
clear and specific lesson objectives; teaching
strategies are highly appropriate in terms of
lesson objectives.		 Strong lesson plan is provided including clear
and specific lesson objectives; teaching
strategies are highly appropriate in terms of
lesson objectives.		 Appropriate lesson plan is provided including
clear and specific lesson objectives; teaching
strategies are appropriate in terms of lesson
objectives.		 Lesson plan provided.Inconsistent pattern of
teaching strategies and/or diversity and/or
learning objectives.		 Lesson plan lacks detail and/or lacks clear
lesson objectives; teaching strategies are less
than appropriate, or not appropriate, in terms of
lesson objectives.
Criterion 3
10 marks Discusses the key content
as well as typical strategies/
tasks/activities that would be effective
in teaching of data handling, and which
would cater for differentiation in the
primary classroom		 Comprehensive, detailed and accurate
discussion of the key content in the teaching of
data handling; highly effective strategies for
teaching data handling are discussed; creative
strategies to differentiate teaching are evident.		 Strong, detailed and accurate discussion of the
key content in the teaching of data handling;
effective strategies for teaching data handling
are discussed; a range of strategies to
differentiate teaching are evident.		 Sound discussion of the key content in the
teaching of data handling; sound strategies for
teaching data handling are discussed; strategies
to differentiate teaching are evident.		 Good discussion of key content in the teaching
of data handling but depth missing in regard to
effectiveness and application.Limited connection
to key readings.		 Minimal, unclear, or inaccurate discussion of the
key content in the teaching of data handling;
strategies for teaching data handling are poorly
understood, or absent; little or no strategies to
differentiate teaching.
Criterion 4
10 marks Discusses the key content
as well as typical strategies/
tasks/activities that would be effective
in teaching of probability, and which
would cater for differentiation in the
primary classroom		 Comprehensive, detailed and accurate
discussion of the key content in the teaching of
probability; highly effective strategies for
teaching probability are discussed; creative
strategies to differentiate teaching are evident.		 Strong, detailed and accurate discussion of the
key content in the teaching of probability;
effective strategies for teaching probability are
discussed; a range of strategies to differentiate
teaching are evident.		 Sound discussion of the key content in the
teaching of probability; sound strategies for
teaching probability are discussed; strategies to
differentiate teaching are evident.		 Good discussion of key content in the teaching
of probability but depth missing in regard to
effectiveness and application.Limited connection
to key readings.		 Minimal, unclear, or inaccurate discussion of the
key content in the teaching of probability;
strategies for teaching probability are poorly
understood, or absent; little or no strategies to
differentiate teaching.
Criterion 5
5 marks Discusses the benefits of
teaching through inquiry and describes
one example of a strong inquiry task,
investigation, exploration, or problem		 A comprehensive understanding of inquiry
based lessons and tasks is evident. Enlightening
examples of an inquiry-based task or lessons
are provided		 A strong understanding of inquiry based lessons
and tasks is evident. Quality examples of an
inquiry-based task or lessons are provided		 A sound understanding of inquiry based lessons
and tasks is evident. Clear examples of an
inquiry-based task or lessons are provided		 A good understanding of inquiry-based lessons
and tasks is evident. Some examples of an
inquiry-based task or lessons are provided		 Weak, or no, understanding of inquiry-based
lessons and tasks. Tasks or lessons provided
don’t reflect an inquiry approach to learning.
Criterion 6
5 marks Discussion is linked to A.C:
Mathematics, and FSiM Key
Understandings, and is supported by
reference to key sources		 An extensive range of credible academic
references, including sources from FSiM, are
used to support discussion,; accurate links to
the Australian Curriculum: Mathematics.		 An very good range of credible academic
references, including sources from FSiM, are
used to support discussion,; accurate links to
the Australian Curriculum: Mathematics.		 A good range of academic references, including
sources from FSiM, are used to support
discussion,; some accurate links to the
Australian Curriculum: Mathematics.		 Satisfactory range of academic references to
support discussion;links to FSiM,Australian
Curriculum.		 Few, or no, academic references, including
sources from FSiM, are used to support
discussion; links to the Australian Curriculum:
Mathematics lack accuracy or relevance.
Criterion 7
Transcriptional elements of writing		 Essentially free from spelling, grammar, and
punctuation errors. Fluent sentence and
paragraph construction.5 marks		 Generally free from spelling, grammar, and
punctuation,errors.Sentences and paragraphs
are well-formed.4 marks		 Occasional minor spelling, grammar, and
punctuation errors. Sentences and paragraphs
are generally coherent.3 marks		 Frequent minor spelling, grammar, and
punctuation errors. Some awkward construction
of sentences and paragraphs.2.5 marks		 Frequent and seriousspelling, grammar, and
punctuation errors. Awkward or poor sentence
and paragraph construction. 0-2 marks
Career
No marks Achievement in relation to
career goals		 You have demonstrated exemplary
achievement of the AITSL standards associated
with this assessment. You can use this
assessment as an example of these standards
for your DPP.		 You have demonstrated excellent achievement
of the AITSL standards associated with this
assessment. You can use this assessment as
an example of these standards for your DPP.		 You have demonstrated proficent achievement
of the AITSL standards associated with this
assessment. You can use this assessment as
an example of these standards in your DPP.		 You have demonstrated sound achievement of
the AITSL standards associated with this
assessment. Once you have made minor
revisions according to assessment feedback,
you can use this assessment as an example of
these standards in your DPP.		 Your achievement on the AITSL standards
associated with this assessment is unresolved.
In order to progress your knowledge of the
task’s AITSL standards, you are encouraged to
make major revisions to your assessment based
on the feedback provided.
Integrity
Acting honestly, ethically and fairly is
taken very seriously in the University
and relates to the way you work with
others and share information, conduct
relevant research, incorporate
evidence, acknowledge the ideas and
work of others (which includes using
APA7 referencing conventions
correctly), and present your work.
Breaches are reported and can lead to
penalties. Refer to Curtin’s Academic
Integrity webpage, which provides
comprehensive information and
guidance.
https://students.curtin.edu.au/essential
s/rights/academic-integrity/		 As best ascertained, you are undertaking your
studies ethically; exploring relevant research
and situating your own ideas within the
academic discourse; and using APA7
conventions consistently and precisely to reflect
this.		 As best ascertained, you are undertaking your
studies ethically, including ensuring that the
ideas of others gained from your reading and
research are acknowledged by correctly using
APA7 paraphrasing, quoting and referencing
conventions.		 As best ascertained, you are undertaking your
studies ethically, including ensuring that the
ideas of others gained from your reading and
research are acknowledged by correctly using
APA7 paraphrasing, quoting and referencing
conventions.		 As best ascertained, you are undertaking your
studies ethically, including applying APA7
paraphrasing, quoting and referencing
conventions to acknowledge ideas of others
gained from your reading and research;
however, some minor errors indicate you need
to be more vigilant about doing this accurately
and consistently.		 Purposely left blank.

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