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Supporting elementary teachers' planning and assessing of mathematical reasoning

Version 2 2024-06-04, 11:52
Version 1 2018-05-21, 08:58
journal contribution
posted on 2024-06-04, 11:52 authored by Aylie DavidsonAylie Davidson, ES Herbert, LA Bragg
Attention to mathematical reasoning in curriculum standards is part of an international trend, but identifying and understanding reasoning continues to challenge teachers. We report on one component of an Australia-wide initiative supporting teachers to implement innovative pedagogies. This paper contains insights from design research that focused on trialling classroom materials to support elementary teachers in their planning and assessment of reasoning. Findings confirmed planning is a critical step to developing learning experiences that elicit student reasoning, including consideration to task modifications and teacher questioning. Teachers’ capacity to assess their students’ reasoning was explored using the purposefully designed Assessing Mathematical Reasoning Rubric. The results reveal the complexity involved in constructing accurate judgements of students’ reasoning capabilities, particularly appreciating the non-linear nature of reasoning, and the need to draw on multiple sources of evidence. Implications for supporting teachers in their planning for, and assessing of, reasoning are raised.

History

Journal

International journal of science and mathematics education

Volume

17

Pagination

1151-1171

Location

Dordrecht, The Netherlands

ISSN

1571-0068

eISSN

1573-1774

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2018, Ministry of Science and Technology, Taiwan

Issue

6

Publisher

Springer