Supporting Students in Critiquing Math Arguments

Author:
Meghan Shaughnessy Boston University, Boston, MA

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,
Nicole Garcia University of Michigan, Ann Arbor, MI

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, and
Darrius D. Robinson University of Michigan, Ann Arbor, MI

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Volume/Issue:
Volume 114: Issue 11
Page(s):
820–829
DOI:
https://doi.org/10.5951/MTLT.2021.0011
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Subjects:
Grade(s) or Audience, All grades PK-12, Other Topic, Mathematical Practices, Construct viable arguments and critique the resoning of others

Using cases from early childhood, elementary, and secondary classrooms, we showcase the work that teachers do to support students in building a collective argument and critiquing an individual’s argument. We identify four areas of work central to teaching students to build and critique mathematical arguments.

Supplementary Materials

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Mathematics Teacher: Learning and Teaching PK-12
Cover Mathematics Teacher: Learning and Teaching PK-12

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  • National Council of Teachers of Mathematics (NCTM). 2014. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

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  • National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO). 2010. Common Core State Standards for Mathematics. Washington, DC: NGA Center and CCSSO. http://www.corestandards.org.

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  • O’Connell, Susan, and John SanGiovanni. 2013. Putting the Practices into Action: Implementing the Common Core Standards for Mathematical Practice K–8. Portsmouth, NH: Heinemann.

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Copyright:
© 2021 by National Council of Teachers of Mathematics, Inc.
Page Count:
11
Article Category:
Research Article
Print Publication Date:
01 Nov 2021
Online Publication Date:
Nov 2021
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