Journal of Scholastic Inquiry: Education
Volume 9, Page 172
study of pedagogy. The pedagogy rubrics used for this research involved mathematics process standards, a problem-solving framework or strategy, and mathematics practices. As advocated by Grubb (1981), holistic rubric use is recommended when scoring the development, or sophistication, of the degree to which a standard has been met, a strategy has been used, or practices have led to performance. In addition, this study contributed to the knowledge base of pedagogy used in teaching mathematics methods courses that may advance the National Council of Teachers of Mathematics vision of shifting teacher-centered classrooms to ones that are more learner-centered (NCTM, 2000; NCTM, 2007). Methodology This research study investigated reasonable evaluative criteria, quality definitions for those criteria, and an appropriate scoring strategy for pedagogy rubrics. The qualitative methodology examined a structured approach that compartmentalized mathematics practice and process standards into pedagogy rubrics. In this research, three pedagogy rubrics were introduced to pre-service teachers to provide a basis for valid inferences about how the rubrics influenced mathematics teaching and learning. Twenty undergraduate students enrolled in the course, Teaching Elementary and Middle School Mathematics (Grades 4-8), and four graduate students enrolled in the course, Teaching Mathematics in Grades PreK-3, participated in a qualitative study to examine and analyze the use of pedagogy rubrics through a rich variety of classroom activities and problem-solving situations. The methodology of this study involved an emergent design with grounded theory. This research’s emergent methodology involved students in generating, analyzing, synthesizing, and evaluating data through the use of the pedagogy rubrics. The emergent design capitalized on the adaptability of the human-as-instrument by utilizing natural skills of listening, observing, Â