A Framework for Assessing Students' Written Explanations of Numerical Reasoning

Author:

Quebec Fuentes Sarah1,Crawford Lindy2ORCID,Rowe Ashley2,Huscroft-D'Angelo Jacqueline3

Affiliation:

1. Texas Christian University, USA

2. Lee Pesky Learning Center, USA

3. Oregon Research Institute, USA

Abstract

Disciplinary writing in mathematics supports the use of words, symbols, and visual representations, allowing one to communicate more fully in writing than through speech alone. This chapter explores the disciplinary writing of 394 fourth-grade students who shared their numerical reasoning in written explanations to seven whole-number and fraction comparison tasks. Data were collected via whole group administration procedures and students' explanations were scored using a validated framework for evaluating numerical reasoning. Results include descriptive statistics and qualitative analyses of student responses using the framework's five categories. A difference was found between the types of reasoning students shared for whole-number tasks versus those shared for fraction comparison tasks, favoring the incorporation of more conceptual reasoning for whole-number tasks. The framework is a practical and effective tool that teachers can use to examine the depth of student reasoning and disciplinary writing to document such reasoning.

Publisher

IGI Global

Reference62 articles.

1. Numerical reasoning: Making sense of numbers and operations through multiplication in grades 3-5;J. M.Baek;Reasoning and sense making in the mathematics classroom: Grades 3-5,2017

2. The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis

3. Binary Arts Corporation. (1995). Visual brainstorms: The smart thinking game. BAC.

4. Writing in Math: A Disciplinary Literacy Approach

5. Burns, M. (2012). Math reasoning inventory. Overview: About the assessments.

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