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Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations

Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations

Tutita M. Casa, Tessa L. Arsenault, Sarah R. Powell, Michael A. Hebert
Copyright: © 2023 |Pages: 37
ISBN13: 9781668482629|ISBN10: 1668482622|ISBN13 Softcover: 9798369305485|EISBN13: 9781668482636
DOI: 10.4018/978-1-6684-8262-9.ch006
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MLA

Casa, Tutita M., et al. "Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations." Assessing Disciplinary Writing in Both Research and Practice, edited by Katherine Landau Wright and Tracey S. Hodges, IGI Global, 2023, pp. 151-187. https://doi.org/10.4018/978-1-6684-8262-9.ch006

APA

Casa, T. M., Arsenault, T. L., Powell, S. R., & Hebert, M. A. (2023). Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations. In K. Wright & T. Hodges (Eds.), Assessing Disciplinary Writing in Both Research and Practice (pp. 151-187). IGI Global. https://doi.org/10.4018/978-1-6684-8262-9.ch006

Chicago

Casa, Tutita M., et al. "Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations." In Assessing Disciplinary Writing in Both Research and Practice, edited by Katherine Landau Wright and Tracey S. Hodges, 151-187. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8262-9.ch006

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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.

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