In writing, symbols can be utilized to represent mathematical ideas, such as “=” for comparing two equal quantities. Some mathematical symbols have different meanings depending on their position (e.g., the “2” in “ x 2 ” connotes x being multiplied twice or x times x ) that can be relative to other symbols (e.g., the “2” in “½” conveys that the whole has been divided into two equal parts).
Published in Chapter:
Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations
Tutita M. Casa (Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, USA),
Tessa L. Arsenault (The University of Texas at Austin, USA),
Sarah R. Powell (The University of Texas at Austin, USA), and
Michael A. Hebert (University of California, Irvine, USA)
Copyright: © 2023
|Pages: 37
DOI: 10.4018/978-1-6684-8262-9.ch006
Abstract
Mathematical writing has gained attention as an essential component of discourse. Assessing and scoring students' writing pieces about mathematics has the potential to allow teachers and researchers to gain insights into the depth of students' understanding beyond what they can express orally, including their use of visual representations and symbolic notation. This chapter presents four approaches to assessing mathematical writing available in the research literature, including holistic rubric, analytic rubric, elements, and mathematics-writing sequences scoring. A description of how student writing samples were scored, and the benefits and limitations of each approach is provided. Considerations to allow teachers and researchers to make informed decisions about scoring students' writing in mathematics are provided.