Deakin University
Browse

File(s) under permanent embargo

Engagement with a formative assessment rubric: A case of mathematical reasoning

journal contribution
posted on 2022-10-26, 05:17 authored by S Herbert, C Vale, Pennie WhitePennie White, L A Bragg
Mathematical reasoning is crucial for a deep understanding of mathematics, yet many primary teachers have a limited conception of reasoning. A deeper knowledge of reasoning is required to notice, teach, and assess it effectively. Sixteen pairs of teachers from four primary schools in Victoria, Australia, engaged in a professional learning program intended to assist teachers embed reasoning in their mathematics lessons. Transcripts of post lesson discussions were examined to investigate any changes in their knowledge of reasoning. Analysis indicates that most pairs demonstrated increased use of reasoning language. This study reveals the efficacy of assessing students’ reasoning using the Assessing Mathematical Reasoning Rubric (AMRR) for building teachers’ knowledge of reasoning. Examples of three pairs of teachers are provided to illustrate teachers’ growing awareness of aspects of reasoning.

History

Journal

International Journal of Educational Research

Volume

111

ISSN

0883-0355

Usage metrics

    Research Publications

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC