
06145599
j
2013b.00492
Suurtam, Christine
Assessment can support reasoning and sense making.
Math. Teach. (Reston) 106, No. 1, 2833 (2012).
2012
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
E53
D63
C33
D33
grade 7
mathematics teachers
thinking skills
grade 8
grade 9
grade 10
academic achievement
mathematical logic
reasoning
sense making
justification
doi:10.5951/mathteacher.106.1.0028
http://www.nctm.org/publications/article.aspx?id=33620
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 710 mathematics teachers to describe assessment practices that support students' mathematical reasoning and sense making. (ERIC)