Evidence of Mathematical Reasoning Captured in Portfolio Assessments

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Evolving Strategies in Mathematics Education: Assessment, Intervention, and Achievement (Table 11)

Abstract

Students’ varying mathematical reasoning skills can be difficult to capture in traditional assessments. This study presents an assessment technique of mathematical reasoning based on a Middle School Mathematics portfolio which portends to evaluate and potentially enhance student mathematical reasoning. The portfolio consisted of multiple complex tasks and student reflective writing. An analysis of the student work in accordance with a mathematical reasoning framework yielded evidence of student mathematical reasoning over time. The findings suggest that portfolios can reveal quality evidence of mathematical reasoning by honoring and acknowledging the developmental nature of student reasoning skills. The study also highlighted the importance of reflective writing for students in mathematics to make sense of the content as well as their own mathematical identity.

Author

• Geoff Krall, Colorado State University