Australian Journal of Teacher Education
Abstract
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.
Recommended Citation
Herbert, S. (2021). Overcoming Challenges in Assessing Mathematical Reasoning. Australian Journal of Teacher Education, 46(8). https://doi.org/10.14221/ajte.2021v46n8.2
Included in
Curriculum and Instruction Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons