Table of Contents
- Content Home
Welcome
Module Overview- Pre-Assessment
- Unit 1: Teaching and Learning the Standards for Mathematical Practice
- Unit 2: Overarching Habits of Mind: MP1 and MP6
- Unit 3: Reasoning and Explaining (MP2 and MP3)
- 3.0 Unpacking MP2 and MP3
- 3.1 Beginning to Reason: Definitions and Conjectures
- 3.1.1 Student Definitions and Explanations
- 3.1.2 Developing a Community of Reasoners
- 3.1.3 Introduction to Conjectures
- 3.1.4 Achieving Consensus through a Community of Reasoners
- 3.2 Explaining and Justifying
- Taxonomy of Questions in Mathematical Discourse
- 3.3 Identifying Flaws in Reasoning
- 3.4 Making Arguments More Viable
- 3.5 Summary
- Unit 4: Modeling and Using Tools (MP4 and MP5)
- Unit 5: Seeing Structure and Generalizing (MP7 and MP8)
- Unit 6: Summary and Next Steps
- Post-Assessment
Certificate of Completion- Glossary
Resources- Acknowledgements
Module Evaluation
Unit 3: Reasoning and Explaining (MP2 and MP3)
3.1.3 Introduction to Conjectures
Conjectures enable students to discover and construct 'new' mathematical knowledge by connecting what they are trying to learn to previous experience and knowledge."
Carlton, 1998
Why Are Conjectures Valuable for Students?
The process of students making mathematical conjectures about predictable outcomes — and then testing these conjectures — can impact student learning in the following ways:
- Engages students in learning as they become invested in learning if their conjectures are correct or not
- Stimulates students to think and reason
- Gives students a chance to confront their misconceptions or faulty ideas
- Helps students construct their knowledge in a way that leads to deeper understanding and reasoning abilities
Alt, 2012
Mathematics: Kindergarten through Grade Twelve (K–12) Standards for Mathematical Practice. Brought to you by the California Department of Education, the Regents of the University of California, and the California Mathematics Project.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
