Abstract
Forty-one students in two third grade classes, including special education students, participated in an action research project conducted jointly by two university supervisors, three teachers, and three student teachers. The “Minute Math” project involved students in predicting and graphing their test scores on a weekly conventional timed test of the 0–9 multiplication facts. Students also reflected each week on their progress and the success of their studying and problem-solving strategies. Student self-assessment was successful at turning the rote memorization task of learning the times tables into a deeper experience for students about monitoring their own mathematics learning.
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Brookhart, S.M., Andolina, M., Zuza, M. et al. Minute math: An action research study of student self-assessment. Educational Studies in Mathematics 57, 213–227 (2004). https://doi.org/10.1023/B:EDUC.0000049293.55249.d4
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DOI: https://doi.org/10.1023/B:EDUC.0000049293.55249.d4