TY - JOUR
T1 - Engagement with a formative assessment rubric
T2 - a case of mathematical reasoning
AU - Herbert, Sandra
AU - Vale, Colleen
AU - White, Pennie
AU - Bragg, Leicha A.
N1 - Funding Information:
Received from the reSolve project, is managed by the Australian Academy of Science in collaboration with the Australian Association of Mathematics Teachers, and is funded by the Australian Government Department of Education
Funding Information:
This study was conducted by the Mathematical Reasoning Research Group, at Deakin University and funded by Australian Academy of Science and Australian Association of Mathematics Teachers. We wish to acknowledge the work of our colleagues Dr. Esther Loong, Dr. Aylie Davidson and Assoc. Prof. Wanty Widjaja, on this project. We thank the primary mathematics teachers who agreed to participate in this project.
Publisher Copyright:
© 2021 Elsevier Ltd
PY - 2022
Y1 - 2022
N2 - Mathematical reasoning is crucial for a deep understanding of mathematics, yet many primary teachers have a limited conception of reasoning. A deeper knowledge of reasoning is required to notice, teach, and assess it effectively. Sixteen pairs of teachers from four primary schools in Victoria, Australia, engaged in a professional learning program intended to assist teachers embed reasoning in their mathematics lessons. Transcripts of post lesson discussions were examined to investigate any changes in their knowledge of reasoning. Analysis indicates that most pairs demonstrated increased use of reasoning language. This study reveals the efficacy of assessing students’ reasoning using the Assessing Mathematical Reasoning Rubric (AMRR) for building teachers’ knowledge of reasoning. Examples of three pairs of teachers are provided to illustrate teachers’ growing awareness of aspects of reasoning.
AB - Mathematical reasoning is crucial for a deep understanding of mathematics, yet many primary teachers have a limited conception of reasoning. A deeper knowledge of reasoning is required to notice, teach, and assess it effectively. Sixteen pairs of teachers from four primary schools in Victoria, Australia, engaged in a professional learning program intended to assist teachers embed reasoning in their mathematics lessons. Transcripts of post lesson discussions were examined to investigate any changes in their knowledge of reasoning. Analysis indicates that most pairs demonstrated increased use of reasoning language. This study reveals the efficacy of assessing students’ reasoning using the Assessing Mathematical Reasoning Rubric (AMRR) for building teachers’ knowledge of reasoning. Examples of three pairs of teachers are provided to illustrate teachers’ growing awareness of aspects of reasoning.
KW - Mathematical reasoning
KW - Primary
KW - Professional learning
KW - Rubrics
UR - http://www.scopus.com/inward/record.url?scp=85119132547&partnerID=8YFLogxK
U2 - 10.1016/j.ijer.2021.101899
DO - 10.1016/j.ijer.2021.101899
M3 - Article
AN - SCOPUS:85119132547
SN - 0883-0355
VL - 111
JO - International Journal of Educational Research
JF - International Journal of Educational Research
M1 - 101899
ER -