Supporting Students in Critiquing Math Arguments

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  • 1 Boston University, Boston, MA
  • | 2 University of Michigan, Ann Arbor, MI

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

    • Appendix (104 KB)
Mathematics Teacher: Learning and Teaching PK-12
  • Carpenter, Thomas P., Megan L. Franke, Nicholas C. Johnson, Angela Chan Turrou, and Anita A. Wager. 2017. Young Children’s Mathematics: Cognitively Guided Instruction in Early Childhood Education. Portsmouth, NH: Heinemann.

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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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