The rubric as an assessment strategy in the mathematical argumentation process

Abstract

The article shares the proposal of an analytical rubric as a strategy for the assessment and monitoring of learning outcomes in students who develop an argumentative plot from the mathematics field, to solve any problem situation in daily life. The study was based on the theory of mathematical argumentation proposed by Duval and the contributions of León and Calderón, as well as the dimensions presented to us by the logical frameworks in the design of analytical rubrics. The research was developed under the social critical paradigm through the design of pedagogical action research, and the focus group technique was used for the collection of information composed by five professors from the department of basic sciences. As a result, a collective rubric that, in addition to generating processes of self-assessment and self-training in teachers, evidences a decrease in the existent subjectivity of the evaluation processes, thus strengthening its objectivity.