Mathematical Proficiency and Writing in Math Class: Scaffolding Whole Class and Guided Math Group Activities Part IV

Posted on January 27, 2011. Filed under: Assessment, During the Guided Math Lesson, Elementary math, Guided math, Math is a Language | Tags: , , , , , , |


This is part four of a series of posts on writing in math class using mathematical proficiency as a framework.  Please be sure to see the other 3 posts.

Adaptive Reasoning:

In these types of prompts, students are really trying to communicate their mathematical thinking.  They are trying to communicate their understanding, defend their ideas, and map out their ways of knowing.

  • The thing you have to remember with this kind of problem is……..
  • Tips I would give a friend to solve this problem are…….

Teacher would fill in the prompts below according to the topic of study:

  • Prove ________.
  • Convince me that ____________.
  • Explain why ____________ is not true.
  • Explain why _____________is true.
  • Teacher gives an example and then asks: Why can’t I do that?
  • Teacher gives an example and then asks: Why doesn’t that work?
  • Teacher gives an example and then asks: Is that true or false?
  • Teacher gives an example and then asks: Why is that true?
  • Teacher gives an example and then asks: Why is that false?
  • Teacher gives an example and then asks:____says ______ and _______ says _____. Who is correct? Why?

Happy Mathing,

Dr. Nicki

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One Response to “Mathematical Proficiency and Writing in Math Class: Scaffolding Whole Class and Guided Math Group Activities Part IV”

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These prompts really tap into depth of understanding. Students,, as well as teachers, can find out for themselves if they really know a particular concept. Is it possible to choose prompts for students depending upon their competency level or should the same prompt be given to the entire class?


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