Overcoming Challenges in Assessing Mathematical Reasoning

Y

15

Mathematical Logic; Elementary School Teachers; Foreign Countries; Teacher Collaboration; Barriers; Student Evaluation; Knowledge Level; Logical Thinking; Elementary School Students; Worksheets

1835-517X

Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post-lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers' collaborative efforts to assess their students' reasoning from students' work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers' knowledge of reasoning; Teacher noticing and interpretation of student reasoning; Students' difficulties in articulating their reasoning; Assessing progress in reasoning; Inadequacy of work samples; and Challenges in tracking and reporting student progress in reasoning. The discussion presents strategies to overcome these challenges.

As Provided

2021

EJ1315985