5. Tables and/or graphs are correctly constructed, labeled, and presented.

3. Tables and/or graphs have some errors but are mostly correct.

1. Errors in constructing or labeling tables and/or graphs.

5. Computations are correctly done.

3. Some correct, some incorrect computations

1. Errors in computations lead to answers that are unreasonable, or a formula is used incorrectly.

5. Proofs clearly indicate the theorem and the line of reasoning is complete and correct.

3. Proof has some errors but is mostly correct.

1. Failure to prove what is claimed due to errors arising from unreasonable assumptions.

5. All decisions appear to be appropriate.

3. Some decisions appear to be inappropriate, whereas others are appropriate.

1. Decisions do not appear to be based upon obvious clues in the problem.

5. Good interpretation of results using all appropriate information as supporting material.

3. Interpretation is too brief, the student fails to interpret some of the information, or the interpretation is only partly correct.

1. Poor interpretation of results, tables, graphs, and/or computations.

5. Conclusions are made on the basis of analysis and readings. Comments are made about the study as it relates to the teaching of mathematics at the secondary level and/orthe problem is naturally extended.

3. Weak conclusions are made, but some attempt is made to look beyond the problem.

1. Students fail to draw conclusions, draws unsubstantiated conclusions, or fails to notice inconsistencies of conclusions made.

5. Presentation is appropriate to the profession of a classroom teacher.

3. Presentation is neat, clean, orderly, but inconsistencies are in the document (e.g., fonts change inappropriately).

1. Presentation is sloppy; elements of write-up are missing or unreadable.

5. Paper gives a strong overall impression to the instructor.

3. Paper gives mediocre overall impression to the instructor.

1. Paper seems put together at the last minute.

Project members will all receive the same grade unless other team members report that a student did not contribute or contributed very little to the project. In this case, the instructor will meet with the project team members individually to discuss the grading of the project. In mathematics, it is often hard to judge the contributions of co-authors, consequently, the authors in all joint mathematics papers are listed alphabetically (unlike other scientific disciplines). Consequently, project members should only be considered to not have contributed if there is malfeasance on their part (i.e., they miss meetings, don’t complete promised work or do so shoddily, etc.).