Given two slices of bread—a problem and the answer—students fill in the fixings: their own mathematics reasoning.
D. Bruce Jackson
Agida G. Manizade and Marguerite M. Mason
When calculating the area of a trapezoid, students use a range of problem-solving strategies and measurement concepts.
Bobson Wong and Larisa Bukalov
Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.
David A. Yopp
Asked to “fix” a false conjecture, students combine their reasoning and observations about absolute value inequalities, signed numbers, and distance to write true mathematical statements.
Exploring even something as simple as a straight-line graph leads to various mathematical possibilities that students can uncover through their own questions.
Carol J. Bell
Reasoning and Proof is one of the process standards set forth in NCTM's principles and standards for school mathematics (2000).