Abstract:
This project explores research conducted in the last decade over reasoning and its role in the mathematics classroom. Upper-level math teachers continually say that most students' ability to think logically and explain themselves within a mathematical context is lacking. I attribute this deficiency to the absence of opportunities for students to use reasoning and proof, even informally, during the elementary and middle school years. I analyze research carried out with case studies that supports the argument that students can learn to support their thinking process and communicate it to others, when given regular opportunities to do so. This project also analyzes some common assessment questions given within a middle school mathematics classroom. Most of these questions come directly from Mathematics: Applications and concepts (Course 2) from Glencoe/McGraw-Hili, Middle School Math from McDougal Littell, or the sample ISTEP+ Grade 8 mathematics questions from 2007. A few of them I created based on the experience of being asked those types of questions. I have examined 10 questions from different areas of middle school mathematics strands, considered how much they really assess reasoning, and provided revisions on each question to better correlate with this standard. I have also included rationales for each revision made.
