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Overcoming Challenges in Assessing Mathematical Reasoning
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- المؤلفون: Herbert, Sandra
- اللغة:
English
- المصدر:
Australian Journal of Teacher Education. Aug 2021 46(8):17-30.
- الموضوع:
2021
- نوع التسجيلة:
Journal Articles
Reports - Research
- معلومة اضافية
- Peer Reviewed:
Y
- المصدر:
15
- Education Level:
Elementary Education
- الموضوع:
- الموضوع:
- ISSN:
1835-517X
- نبذة مختصرة :
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.
- نبذة مختصرة :
As Provided
- الموضوع:
2021
- الرقم المعرف:
EJ1315985
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