Assignment 3 Part A marking rubric
Marking Criteria
Choice of topic (5%)
Part A: 5%
5%
Marking Criteria
Breadth and depth of
reading as evidenced in blog
(15%)
Part A: 6%
1%
Marking Criteria
Evaluation of how chosen
topic could enrich and
contextualise school
learning (20%)
Part A: 6%
3%
Marking Criteria
Reflective engagement with
mathematics practitioner
beyond the College of
Indigenous Futures,
Education and the Arts
(10%)
Marking Criteria
Critically reflect on own
perceptions of mathematics
as a social activity and
construct (15%)
Part A: 6%
4%
Marking Criteria
Capacity to contextualise
mathematics to enact a
culturally responsive
pedagogy (20%)
Fail
No clear topic. Topic is too
broad. Topic does not relate
clearly to contemporary
applications of mathematics,
the history of mathematics,
or ethnomathematics
Fail
Readings are very limited,
not relevant or not
appropriate to topic. Only
unit readings are used.
Fail
Little evidence of
knowledge how chosen
mathematical topic could be
used in school learning.
Fail
Little evidence of research
informing the interview and
interview does not relate
mathematics education to
the chosen topic.
Fail
Reflections are not made on
own perceptions of
mathematics as a social
activity and construct.
Fail
Cultural context is not
considered with respect to
mathematics and pedagogy.
No pedagogical
Pass
Chosen topic is a specific
example of contemporary
applications of mathematics,
the history of mathematics,
or ethnomathematics.
Pass
Evidence of reading
including and beyond unit
readings of relevance to the
topic.
Pass
Review of chosen
mathematical topic describes
some ways that it could be
used in school learning.
Pass
Interview is informed by
some understanding of the
chosen topic and engages
with some aspects of related
mathematics education.
Pass
Some reflections are made
on own perceptions of
mathematics as a social
activity and construct.
Pass
Some consideration of
cultural context is made in
pedagogical presentation of
mathematics. Activity has
Credit
Chosen topic is a specific
example of contemporary
applications of mathematics,
the history of mathematics,
or ethnomathematics which
extends substantially on unit
content.
Credit
Evidence of critical reading
including and beyond the
unit readings of relevance to
the topic.
Credit
Evaluation of chosen
mathematical topic describes
pedagogically productive
ways it could enrich and
contextualise school
learning
Credit
Interview is informed by
prior reading and engages
with key aspects of
mathematics education
related to the chosen topic.
Credit
Reflections are clearly
linked to a discussion of
own perceptions of
mathematics as a social
activity and construct
Credit
Appropriate
contextualisation of
mathematics is presented for
enacting a culturally
Distinction
Chosen topic is a specific
example of contemporary
applications of mathematics,
the history of mathematics,
or ethnomathematics with
pedagogical importance.
Distinction
Clear evidence of wide and
critical reading of high
relevance to the topic.
Distinction
Evaluation of chosen
mathematical topic describes
thoughtful and
pedagogically productive
ways it could enrich and
contextualise school
learning
Distinction
Interview is informed by
evaluation of prior reading,
engages with key aspects of
mathematics education
related to the chosen topic,
and is responsive to the
input of the interviewee.
Distinction
Reflections are succinct and
insightful, with explicit
discussion of own
perceptions of mathematics
as a social activity and
construct.
Distinction
Highly appropriate
contextualisation of
mathematics is presented for
enacting a culturally
High Distinction
Chosen topic is a specific,
unusual example of
contemporary applications
of mathematics, the history
of mathematics, or
ethnomathematics with clear
pedagogical importance
High Distinction
Clear and strong evidence of
wide and critical reading of
high relevance to the topic.
High Distinction
Evaluation of chosen
mathematical topic describes
thoughtful, creative and
pedagogically productive
ways it could enrich and
contextualise school
learning
High Distinction
Interview is informed by
evaluation of prior reading,
engages with key aspects of
mathematics education
related to the chosen topic,
and is insightfully
responsive to the input of the
interviewee.
High Distinction
Reflections are succinct,
comprehensive and
insightful, with explicit
discussion of own
perceptions of mathematics
as a social activity and
construct.
High Distinction
Highly appropriate,
imaginative and engaging
contextualisation of
mathematics is presented for
 presentation; no student
activity.
Marking Criteria Fail
Quality and clarity of Language and presentation
communication of of blog does not
knowledge (15%) communicate clearly;
Part A: 6% referencing is inaccurate or
3% incomplete
relevance to topic. responsive pedagogy.
Activity has relevance to
topic.
Pass Credit
Adequate use of language Language use and
and presentation in blog presentation of blog presents
with few distracting information clearly, with
grammatical features and good expression and mostly
good referencing with few accurate referencing.
inconsistencies
responsive pedagogy in a
specified context. Activity
highly relevant to topic.
Distinction
Language use and
presentation of blog presents
information clearly, with
excellent expression and
accurate referencing.
enacting a culturally
responsive pedagogy in a
specified context. Activity
highly relevant to topic
High Distinction
Language use and
presentation of blog presents
information clearly, with
excellent expression and
accurate referencing.