# Reflective journal

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Mathematical Journey (#Temporarytag) | |
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Mathematical Journey Course guide | Introduction & Aims | Development team | Video signpost | Getting started | Resources | Assessment overview | Course schedule |

Assignments | Assignment 1 | Assignment 2 | Assignment 3 (Project & reflective journal) |

Before submitting your final project, apply this rubric to the project:

Attribute/Level | Not Acceptable | Minimally Acceptable | Acceptable | Exceeds |
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Toolbox | Does not have the algebraic tools at hand to solve stated problem | Can access tools with some prodding and then is able to apply with success toward the problem at hand | Has tools at hand and can access them as needed to solve the problem at hand. | Not only has a solid available toolbox of methods but also has the skills available to add to that toolbox as needed. |

Assumptions | Does not identifying any assumptions before addressing the problem at hand | Identifies some assumptions, but has an incomplete list | Identifies critical assumptions for the problem at hand | Addresses all assumptions and thinks ahead to the implications of those assumptions for the solution of the problem |

Model | Model is either non-existent or so unorganized that it is nearly impossible to follow; conclusions are unsupported and often incorrect | Model is presented with some explanation and followed through; conclusion may have a few minor flaws, but is generally acceptable | Model is laid out clearly and followed through; good organization makes model clear; model leads to defendable conclusion | Excellent documentation accompanies the model and itis followed through to a clearly laid-out conclusion, which is supported throughout with good mathematics |

Articulation | Little (if any) explanation is given regarding the mathematics used and/or incorrect interpretation is proposed. Terms are not defined. | General steps are identified for a proposed solution, although some details are missing or unclear. Interpretation of the mathematics is generally correct. Most terms are defined. | The problem-solving process is clearly articulated and the interpretation of the math used is correct. All terms are identified correctly. | The whole process is explained fully in each step. All results are fully interpreted and there is a depth to the interpretation. All terminology is defined in one’s own words and demonstrates a solid comprehension of all terms and approaches. |

Validation | The solution is not validated. | Some attempt is made to check the solution for validity. | The solution is validated. | Several approaches are used to validate the given solution. |

Self-Assessment | No self-assessment occurs. | Some strengths and areas for improvement are identified. | Good insight is added to careful identification of strengths demonstrated as well as areas to improve. | Along with clear articulation of strengths and areas to improve, the learner demonstrates impressive insight into the whole process. |