Improving Written Mathematical Arguments
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| Title: | Improving Written Mathematical Arguments |
|---|---|
| Language: | English |
| Authors: | Pallanck, Jennifer L., Castro, Gabriel O., Colonnese, Madelyn W., Casa, Tutita M. |
| Source: | Mathematics Teacher: Learning and Teaching PK-12. Nov 2020 113(11):910-917. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools Elementary Secondary Education |
| Descriptors: | Mathematics Instruction, Persuasive Discourse, Common Core State Standards, Best Practices, Teaching Methods, Grade 6, Models, Mathematical Concepts, Concept Formation, Writing (Composition), Elementary Secondary Education |
| DOI: | 10.5951/MTLT.2019.0112 |
| ISSN: | 0025-5769 |
| Abstract: | Facilitating meaningful discourse directly supports what students should be able to do with respect to the third of the eight Standards for Mathematical Practice (SMP 3) in the Common Core State Standards for Mathematics (NGA Center and CCSSO 2010): "Construct viable arguments and critique the reasoning of others" (p. 6). Following best practices of teaching the features unique to argumentative writing and sharing exemplars, the authors presumed they could build students' capacities to realize what composes a mathematical argument and help them identify ways to improve their individual writing. Specifically, the authors decided to have students address four components when constructing a mathematical argument: (1) the "claim" presenting the position being taken; (2) the "evidence" that supports the claim; (3) the "warrant" explaining how the evidence supports the claim, such as a definition; and (4) the "mechanics," which help to convey ideas that flow. The authors used student- and teacher-made exemplars and discussed and explained "how each text demonstrates characteristics of effective writing in that particular genre" (Graham et al. 2012, p. 22). The authors also created mathematical arguments that excluded key components (i.e., claim, evidence, or warrant) and had students critique them. These samples reflected students' struggles when writing a mathematical argument. Reflecting best literacy practices, the samples were then used to model techniques for improving the mathematical argument so students could imitate this process when revising their own work. |
| Abstractor: | ERIC |
| Entry Date: | 2020 |
| Accession Number: | EJ1275177 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1275177 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Improving Written Mathematical Arguments – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pallanck%2C+Jennifer+L%2E%22">Pallanck, Jennifer L.</searchLink><br /><searchLink fieldCode="AR" term="%22Castro%2C+Gabriel+O%2E%22">Castro, Gabriel O.</searchLink><br /><searchLink fieldCode="AR" term="%22Colonnese%2C+Madelyn+W%2E%22">Colonnese, Madelyn W.</searchLink><br /><searchLink fieldCode="AR" term="%22Casa%2C+Tutita+M%2E%22">Casa, Tutita M.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Mathematics+Teacher%3A+Learning+and+Teaching+PK-12%22"><i>Mathematics Teacher: Learning and Teaching PK-12</i></searchLink>. Nov 2020 113(11):910-917. – Name: Avail Label: Availability Group: Avail Data: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 8 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Common+Core+State+Standards%22">Common Core State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.5951/MTLT.2019.0112 – Name: ISSN Label: ISSN Group: ISSN Data: 0025-5769 – Name: Abstract Label: Abstract Group: Ab Data: Facilitating meaningful discourse directly supports what students should be able to do with respect to the third of the eight Standards for Mathematical Practice (SMP 3) in the Common Core State Standards for Mathematics (NGA Center and CCSSO 2010): "Construct viable arguments and critique the reasoning of others" (p. 6). Following best practices of teaching the features unique to argumentative writing and sharing exemplars, the authors presumed they could build students' capacities to realize what composes a mathematical argument and help them identify ways to improve their individual writing. Specifically, the authors decided to have students address four components when constructing a mathematical argument: (1) the "claim" presenting the position being taken; (2) the "evidence" that supports the claim; (3) the "warrant" explaining how the evidence supports the claim, such as a definition; and (4) the "mechanics," which help to convey ideas that flow. The authors used student- and teacher-made exemplars and discussed and explained "how each text demonstrates characteristics of effective writing in that particular genre" (Graham et al. 2012, p. 22). The authors also created mathematical arguments that excluded key components (i.e., claim, evidence, or warrant) and had students critique them. These samples reflected students' struggles when writing a mathematical argument. Reflecting best literacy practices, the samples were then used to model techniques for improving the mathematical argument so students could imitate this process when revising their own work. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2020 – Name: AN Label: Accession Number Group: ID Data: EJ1275177 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1275177 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5951/MTLT.2019.0112 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 910 Subjects: – SubjectFull: Mathematics Instruction Type: general – SubjectFull: Persuasive Discourse Type: general – SubjectFull: Common Core State Standards Type: general – SubjectFull: Best Practices Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Grade 6 Type: general – SubjectFull: Models Type: general – SubjectFull: Mathematical Concepts Type: general – SubjectFull: Concept Formation Type: general – SubjectFull: Writing (Composition) Type: general – SubjectFull: Elementary Secondary Education Type: general Titles: – TitleFull: Improving Written Mathematical Arguments Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pallanck, Jennifer L. – PersonEntity: Name: NameFull: Castro, Gabriel O. – PersonEntity: Name: NameFull: Colonnese, Madelyn W. – PersonEntity: Name: NameFull: Casa, Tutita M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 0025-5769 Numbering: – Type: volume Value: 113 – Type: issue Value: 11 Titles: – TitleFull: Mathematics Teacher: Learning and Teaching PK-12 Type: main |
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