Teaching Reasoning in Mathematics • Module 1
Understanding Mathematical Reasoning
Essential question: What does it mean to think mathematically?
This module begins with mathematical tasks and student thinking, then introduces a simple progression from Fluency to Agency as a planning tool.
Experience
Same mathematics, different thinking.
Start by noticing how the same mathematical idea can ask for very different kinds of thinking.
Notice
The numbers did not need to become harder.
The shift is in what students are required to notice, choose, explain, justify and monitor.
Performance
The mathematics is identified and the learner carries it out accurately.
Reasoning
The learner explains, justifies, verifies, compares or connects mathematical ideas.
Agency
The learner decides what mathematics may be useful and monitors whether the approach makes sense.
Understand
A progression for teaching reasoning
The progression gives teachers a way to describe and design movement from performing mathematics towards independent mathematical decision-making.
Apply
Try it with your own lesson.
This classroom challenge connects the professional learning to an upcoming or recent mathematics lesson.
Reflect
Capture your professional learning.
Your reflection is saved inside the Curiov8 course portfolio on this browser.
Module review