id: 06467604
dt: j
an: 2015e.00204
au: Lepak, Jerilynn
ti: Enhancing studentsâ€™ written mathematical arguments.
so: Math. Teach. Middle Sch. 20, No. 4, 212-219 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: C53 D53 D63
ut: mathematical writing; feedback; peer evaluation; mathematical arguments;
problem solving; word problems; justification; communication
ci:
li: http://www.nctm.org/publications/article.aspx?id=43415
ab: Summary: Writing in mathematics is complex. The purpose of this article is
to share how one teacher, Ms. Hill, used peer-review activities
involving rubrics to explicitly communicate mathematical resources that
students could draw from when justifying a claim. She found that
helping students understand which type of statements could be used in
justification required consistent feedback and ongoing practice. The
need for this consistent feedback and practice was especially true for
the students described in this article. This case study was conducted
in the lowest-tracked eighth-grade algebra class, and most of the
students struggled mathematically. However, through peer-review
activities, students learned to take an active role in evaluating both
their peersâ€™ and their own arguments using a rubric, or assessment
tool, that listed the criteria for a task. (ERIC)
rv: