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A Framework for Assessing Students' Written Explanations of Numerical Reasoning
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Author(s): Sarah Quebec Fuentes (Texas Christian University, USA), Lindy Crawford (Lee Pesky Learning Center, USA), Ashley Rowe (Lee Pesky Learning Center, USA)and Jacqueline Huscroft-D'Angelo (Oregon Research Institute, USA)
Copyright: 2024
Pages: 29
Source title:
Illuminating and Advancing the Path for Mathematical Writing Research
Source Author(s)/Editor(s): Madelyn W. Colonnese (Reading and Elementary Education Department, Cato College of Education, University of North Carolina at Charlotte, USA), Tutita M. Casa (Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, USA)and Fabiana Cardetti (Department of Mathematics, College of Liberal Arts and Sciences, University of Connecticut, USA)
DOI: 10.4018/978-1-6684-6538-7.ch011
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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.
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