Learning Opportunities for Justification in Urban Secondary Mathematics Classrooms During the First Month of School

• In Event: Research Around Issues of Equity and in Equity-Sensitive Settings

Abstract

This study explored how class discussions across the first month of school provided learning opportunities for justification for students inexperienced in this practice. Discussions were analyzed in two classes (6th and 10th grade) in a diverse urban public school. Analyses demonstrate that these discussions offered learning opportunities for what needs to be justified in the classroom, acceptable modes of justification, and representations for communicating justifications. Furthermore, these opportunities were embedded in the mathematical content of the discussions, illustrating the interconnected nature of mathematical practices and content. Finally, these discussions arose around tasks that were not designed to elicit proof-related work, highlighting the central role of the teacher in cultivating learning opportunities for justification.

Author

• Sarah Kate Selling, University of Michigan - Ann Arbor