Reasoning in the Teaching of Mathematics
Keywords:
mathematics, reasoning, critical thinking, National Assessment of KnowledgeAbstract
As a critical thinking skill in elementary education, reasoning or substantiation has been verified with a task in the National Assessment of Knowledge at least since 2006. In reasoning tasks, both the aspects of mathematical and of reading literacy are intertwined. Solving such tasks in the National Assessment of the Knowledge of Mathematics is a good indicator for identifying possible differences in the achievements of sixth and ninth grade pupils. In the paper we focused on the same tasks that appeared in the National Assessment of Knowledge in 2016 and 2019, as we wanted to find out, among other things, whether pupils from sixth to ninth grade had made any progress. The success in solving the tasks was analysed according to whether the tasks were solved correctly or not and whether the pupils had attempted solving them at all. Typical errors that pupils had made while solving the tasks and various examples of correctly solved tasks were reviewed. We have found that it would be necessary to incorporate such didactic approaches and strategies into the teaching of mathematics, as that would improve the success rate of solving reasoning tasks in mathematics.
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Copyright (c) 2023 Jerneja Bone, Mara Cotič, Darjo Felda
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