"It Does So Matter!" Fifth-Grade Students' Attention and Agency in Writing Mathematical Explanations

• In Event: 29.082 - Roundtable Session 9
  In Roundtable Session: 29.082-23 - Curriculum Innovations and Technology in Mathematics Education

Abstract

Common Core assessments require that students “write to explain” on a variety math tasks, with little clarification of what constitutes a “good” versus “poor” explanation. Rather than expecting students to develop desired forms of communication through exposure alone, it may be necessary to draw students’ attention to ways to communicate particular types of meaning (e.g. Schleppegrell, 2007). Effective instruction should engage students in exploring aspects of the genre and build on their developing understandings (Cope & Kalantzis, 2014). This study aims to surface the range of decisions students make as they co-construct mathematical explanations, highlighting six themes prevalent in students’ interactions throughout the year. These insights may inform teachers and professional developers wishing to support students in writing mathematically.

Author

• Leslie C. Banes, University of California - Davis