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    5 MRAAT Math Reasoning and Argumentation Analysis Tool

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    Ahmed Elmaghrabi
    This document provides a formative assessment tool to help teachers gather examples of how students argue, reason, justify, and explain their thinking in math problems. The tool focuses on four key dimensions: 1) making and supporting claims, 2) using representations to describe problems, 3) keeping track of what representations refer to, and 4) clearly explaining reasoning. Teachers can use this tool to evaluate students' math communication skills and better support the development of formal argument and reasoning.

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    5 MRAAT Math Reasoning and Argumentation Analysis Tool

    Uploaded by

    Ahmed Elmaghrabi
    30 views2 pages
    This document provides a formative assessment tool to help teachers gather examples of how students argue, reason, justify, and explain their thinking in math problems. The tool focuses on four key dimensions: 1) making and supporting claims, 2) using representations to describe problems, 3) keeping track of what representations refer to, and 4) clearly explaining reasoning. Teachers can use this tool to evaluate students' math communication skills and better support the development of formal argument and reasoning.

    Original Title

    5 MRAAT Math Reasoning and Argumentation Analysis Tool (1)

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    This document provides a formative assessment tool to help teachers gather examples of how students argue, reason, justify, and explain their thinking in math problems. The tool focuses on four key dimensions: 1) making and supporting claims, 2) using representations to describe problems, 3) keeping track of what representations refer to, and 4) clearly explaining reasoning. Teachers can use this tool to evaluate students' math communication skills and better support the development of formal argument and reasoning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    30 views2 pages

    5 MRAAT Math Reasoning and Argumentation Analysis Tool

    Uploaded by

    Ahmed Elmaghrabi
    This document provides a formative assessment tool to help teachers gather examples of how students argue, reason, justify, and explain their thinking in math problems. The tool focuses on four key dimensions: 1) making and supporting claims, 2) using representations to describe problems, 3) keeping track of what representations refer to, and 4) clearly explaining reasoning. Teachers can use this tool to evaluate students' math communication skills and better support the development of formal argument and reasoning.

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    Math Argumentation and Reasoning Tool

    DRAFT
    (Do not cite without permission. | Classroom use permitted)

    The following formative assessment tool is meant to help you gather examples of how students argue, reason, justify, and explain
    their thinking in math. This tool is most useful when a student is describing his or her thinking after or during working through a
    problem. As a student answers, you can use this tool to consider the strengths of a student’s arguments and reasoning, as well as
    the linguistic clarity of the explanation. A generic teacher question could be: “Can you tell me and show me what you did to solve
    this problem?” This tool is focuses on what one student says to describe his or her argumentation and reasoning, such as when a
    student is asked to explain his or her thinking in solving a problem. (There is another tool for assessing math conversation skills.)
    As a student talks, you can use this tool to notice and record what he or she is doing or saying and consider strengths and needs on
    the road to formal argument and reasoning.  While many different disagreement situations exist in math (e.g., which solution
    method is most efficient or which units to use in setting up a graph), this tool focuses on the deeper mathematical truth value of a
    claim; that is, explaining how you know that what you are saying is right, based on formal reasoning. (e.g., We need to try 0
    because…, the ) and the reasoning used to solve a problem. Remember that students need substantive time alone (~5 minutes)
    to read, interpret, and work on the problem. You can use this tool as you directly work with a student or as you listen in on
    collaborative work with others.

    Dimension 1 – ARGUE: Makes a claim and supports its mathematical truth value

    Claim(s):

     External
    Authority
    Pre-formal
    Reasoning
        Formal Reasoning
     Non-strategic  Principles, properties, definitions,
     Teacher examples (e.g., says that axioms, theorems, and/or
     Peer 1 or 5 or 10 examples is
     Text “enough”)
    previously established results
     Rote  Symbols, objects,  Counter-examples
    procedure
    movements, and  Strategic examples
    visual examples  Constraints
    (tables, graphs,  Verification of results
    diagrams, drawings)  Structure, regularity, patterns
    without formal  Symbols, objects, movements, and
    explanation visuals (tables, graphs, diagrams,
    drawings) with clear explanation
    Scoring (optional) (Note: If student uses a combination, make a note of it. You can also use + and – signs)

    3    Student uses formal reasoning to support the claim(s)

    2    Student uses pre-formal reasoning to support the claim(s)

    1   Student uses an external authority to support a claim(s)

    0   Student does not attempt to support claims, or attempt is unclear


    RATIONALE:

    2017 Adapted from Zwiers, Dieckmann, Moschkovich | jeffzwiers.org


    DIMENSION 2 – DECONTEXTUALIZE: Uses representations (symbols, objects,
    drawings, tables, graphs, equations, etc.) to describe the mathematical situation

    Sample teacher question to prompt Dimension 2 responses:


    “Can you use (a picture, numbers, table, objects, etc.) to show me what you did? Explain how
    and why.”

    3 Student effectively creates and uses representation(s) to clearly describe the mathematical situation of
    a problem and/or the reasoning (thinking) for solving it
    2 Student creates and uses representations to describe the mathematical situation of a problem and/or
    the reasoning (thinking) for solving it, but there is some lack of clarity.
    1 Student attempts to use representations to describe the mathematical situation of a problem and/or the
    reasoning (thinking) for solving it, but there is significant lack of clarity and/or relevance to the problem.
    0 Student does not attempt to create or use representations to describe the mathematical situation.

    RATIONALE:

    DIMENSION 3 – CONTEXTUALIZE: Keeps track of the meanings of the


    representations and their units

    Sample teacher question to prompt Dimension 3 responses:


    “Can you tell me what this number, (drawing, symbol, result, label) means?”

    3 Student clearly and strategically attends to what the representations refer to throughout the
    problem solving process
    2 Student attends to what the representations refer to during the problem solving process, but
    misses some opportunities or lacks some clarity in what the representations mean
    1 Student attempts to attend to what the representations refer to during the problem solving process,
    but there is significant lack of clarity in what the representations mean
    0 Student does not attempt to attend to what the representations refer to during the problem solving process.

    RATIONALE:

    DIMENSION 4 – EXPLAIN: Uses language to clearly explain argumentation


    and reasoning

    Sample teacher questions to prompt Dimension 4 responses:


    “Can you tell me what your thinking was when you …? Why did you…?”
    “Can you (slowly, clearly, etc.) describe each step and how one leads to the next?”

    3 Student effectively uses logically organized and connected language (sentences, clauses,
    phrases, words) to explain argumentation and/or reasoning
    2 Student used organized and connected statements to partially explain argumentation and/or reasoning
    1 Student attempts to use organized and connected language to explain argumentation and/or
    reasoning, but idea(s) are unclear, disjointed, illogical, and/or irrelevant.
    0 Student does not attempt to use language, uses only single sentences, or does not attempt to
    organize and connect sentences to explain argumentation and/or reasoning.

    RATIONALE:

    2017 Adapted from Zwiers, Dieckmann, Moschkovich | jeffzwiers.org

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