Table of Contents

Unit 3: Reasoning and Explaining (MP2 and MP3)

3.5.1 Community of Reasoners

The students in the participating classroom made strides in building a strong community of reasoners:

They became active participants in mathematical conversations; listening intently, analyzing what they heard, asking questions for clarity, and challenging classmate’s thinking.

They experienced having their ideas perceived as valuable.

They initiated conversations amongst themselves, building upon each other’s reasoning.

They presented a variety of solutions and strategies, tracking across representations and different solution paths.

Developing a reasoning community is time-consuming and intensive. However, after the community is established, the energy expended transitions to applying reasoning not only to mathematics, but also to other areas. For example, within the participating class, the physical education teacher noticed a difference in the genuine respect that students had for each other. Furthermore, on a field trip to the State Capitol, students asked the Governor’s aide if the Governor had a viable argument for vetoing a certain bill. The classroom teacher indicated that developing arguments using evidence and questioning gave her students a voice to advocate for themselves and others.