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

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

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?

LisaJanuary 27, 2011