NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1131297
Record Type: Journal
Publication Date: 2017-Feb
Pages: 8
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: ISSN-1072-0839
Empowering Mathematical Practices
Coomes, Jacqueline; Lee, Hyung Sook
Mathematics Teaching in the Middle School, v22 n6 p360-367 Feb 2017
Mathematics teachers want to empower students as mathematical thinkers and doers (NCTM 2000). Specific ways of thinking and doing mathematics were described in the Process Standards (NCTM 2000); they were further characterized as habits of mind (Mark, Goldenberg, and Sword 2010); and more recently, they were detailed in the Common Core's Standards for Mathematical Practice (CCSSI 2010). Mathematical practices (or MPs) are essential practices that students use to make sense of concepts and procedures. Through formative assessment, students' work can be used to help them become aware of MPs and improve their capacity to think and behave like mathematicians: that is, to use mathematical tools to explore situations and solve problems, to uncover and describe the structure of relationships, and to create and evaluate mathematical arguments. In this article, the authors describe and illustrate a formative assessment process to improve students' proficiencies in the MPs and suggest differentiated feedback to support learning progressions for MPs.
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: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington