[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594018-105":59,"doc-detail-594018-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","overcoming-challenges-in-assessing-mathematical-reasoning-article-2","Overcoming Challenges in Assessing Mathematical Reasoning - Article 2","","Mathematical reasoning is essential for deep understanding of mathematical concepts, yet many teachers find it difficult to assess. Data from 34 primary teachers across four Victorian government schools were gathered through two post-lesson reflective sessions focused on reasoning. Teachers used student work samples, transcripts, and completed rubrics to evaluate students’ reasoning collaboratively. Seven challenges were identified, and strategies were discussed to overcome them.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/overcoming-challenges-in-assessing-mathematical-reasoning-article-2/594018/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/overcoming-challenges-in-assessing-mathematical-reasoning-article-2/594018.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is assessing mathematical reasoning challenging for teachers?","Question",{"text":112,"@type":113},"The study reports limited guidance from curriculum documents and teachers’ varying knowledge of reasoning, along with difficulties in noticing, interpreting, and tracking students’ reasoning progress.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected in this research?",{"text":117,"@type":113},"Researchers collected data from 34 primary teachers at four Victorian government primary schools through two post-lesson reflective sessions that followed lessons focused on reasoning.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of evidence did teachers use to assess students’ reasoning?",{"text":121,"@type":113},"Teachers assessed student reasoning using work sample materials, transcripts from reflective sessions, and associated completed rubrics.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594018,1792189333,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 8 | Article 2 |\n| --- | --- |\n| 2021\u003Cbr>Overcoming Challenges in Assessing Mathematical Reasoning\u003Cbr>Sandra Herbert Deakin University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr>DigitPaalrt of the Curriculum and Instruction Commons, Elementary Education Commons, Elementary Education and aisCommons, and the Science and Mathematics Education Commons\u003Cbr>Network |  |\n\nLogo  \nRecommended Citation  \nHerbert, S. (2021) . Overcoming Challenges in Assessing Mathematical Reasoning. Australian Journal of Teacher Education, 46(8) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n8.2](http://dx.doi.org/10.14221/ajte.2021v46n8.2)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss8/2](https://ro.ecu.edu.au/ajte/vol46/iss8/2)  \nOvercoming Challenges in Assessing Mathematical Reasoning  \nSandra Herbert  \nDeakin University  \nAbstract: Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at  \n4 Victorian government schools at two post-lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts ofall the reflective sessions; written work samples; and associated completed rubrics.  \nAnalysis of these data enabled identification ofseven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers’ knowledge of reasoning; Teacher noticing and interpretation ofstudent reasoning; Students’ difficulties in articulating their reasoning; Assessing progress in reasoning;  \nInadequacy of work samples; and Challenges in tracking and reporting student progress in reasoning. The discussion presents strategies to overcome these challenges.  \nKey words: Primary school; assessment; mathematical reasoning; professional learning  \nIntroduction  \nThere has been growing acknowledgement of the importance of mathematical reasoning in students’ sense-making of mathematics (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2017; Brodie, 2010; Kilpatrick, Swafford, & Findell, 2001) . Kilpatrick, et al. (2001) described reasoning as “the glue that holds everything together, the lodestar that guides learning”(p. 129) . However, there is limited guidance for teachers in the assessment of reasoning. This article draws together research literature and data from two post-lesson reflective sessions about the assessment of student work samples with 34 primary teachers at 4 Victorian government primary schools to identify the challenges teachers face in assessing mathematical reasoning.  \nMathematical reasoning has been described by many authors in a variety of ways. For example, Lannin et al. (2011) described reasoning as “an evolving process of conjecturing, generalizing, investigating why, and developing and evaluating arguments”(p. 13). In the Australian Curriculum in Mathematics (AC: M) it is described as:  \nStudents develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying, and generalising. Students are reasoning mathematically when they explain their thinking, when they deduce and justify strategies used and conclusions reached (ACARA, 2017, p. 5) .  \nIn this article, challenges for teachers as they strive to assess students’ reasoning are explored and ways to overcome these challenges are proposed. It is guided by the research questions: What are the challenges for teachers in assessing mathematical reasoning?; and  \nHow might these challenges be","cbCaiknnkjVefxlI","https://ap.wps.com/l/cbCaiknnkjVefxlI","pdf",253717,15,"English","# Abstract\n# Introduction\n# Literature Review\n# Methodology and Results (described after review) \n# Discussion and Strategies\n# Conclusion and Future Research","[{\"question\":\"Why is assessing mathematical reasoning challenging for teachers?\",\"answer\":\"The study reports limited guidance from curriculum documents and teachers’ varying knowledge of reasoning, along with difficulties in noticing, interpreting, and tracking students’ reasoning progress.\"},{\"question\":\"How were data collected in this research?\",\"answer\":\"Researchers collected data from 34 primary teachers at four Victorian government primary schools through two post-lesson reflective sessions that followed lessons focused on reasoning.\"},{\"question\":\"What types of evidence did teachers use to assess students’ reasoning?\",\"answer\":\"Teachers assessed student reasoning using work sample materials, transcripts from reflective sessions, and associated completed rubrics.\"}]","Overcoming Challenges in Assessing Mathematical Reasoning - Article 2 | PDF",1792078383,38]