What can be learned from teachers assessing mathematical reasoning: a case study

Recently, mathematical reasoning has grown in prominence in curriculum documents and professional learning programs. However, the assessment of reasoning actions continues to be an elusive task for many teachers. Research has shown that many primary teachers focus only on explaining. This case study examines the salient behaviours of two Year 6 primary teachers employing the Assessing Mathematical Reasoning Rubric. Results indicated the teachers gained deeper insights into the diverse nature of reasoning through the employment of rubric. Therefore, it provides teachers with a vehicle for a more nuanced examination of reasoning beyond explaining and is a launching pad for lesson planning.