id: 06145599
dt: j
an: 2013b.00492
au: Suurtam, Christine
ti: Assessment can support reasoning and sense making.
so: Math. Teach. (Reston) 106, No. 1, 28-33 (2012).
py: 2012
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: E53 D63 C33 D33
ut: grade 7; mathematics teachers; thinking skills; grade 8; grade 9; grade 10;
academic achievement; mathematical logic; reasoning; sense making;
justification
ci:
li: doi:10.5951/mathteacher.106.1.0028
http://www.nctm.org/publications/article.aspx?id=33620
ab: Summary: “Reasoning and sense making should occur in every classroom
every day," states “Focus in high school mathematics: reasoning and
sense making" [Reston, VA: NCTM (2009)]. As this book suggests,
reasoning can take many forms, including explorations and conjectures
as well as explanations and justifications of student thinking. Sense
making, on the other hand, is “developing understanding of a
situation, context, or concept by connecting it with existing
knowledge" [loc. cit.]. Classroom assessment can provide opportunities
for students to share and enhance their mathematical reasoning and
sense making, allowing student reasoning and sense making to become
visible to students and teachers so that they can respond in
appropriate ways. However, what does such assessment actually look like
in classrooms? This article draws on a multiyear research project of
grades 7‒10 mathematics teachers to describe assessment practices
that support students’ mathematical reasoning and sense making.
(ERIC)
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