- Year 2018
- NSF Award #1339936
- Registration Current Noyce Scholar
- First Name Angel
- Last Name Prado
- Discipline Math
- Institution University of California San Diego
- School Name and District Currently Teaching Hilltop Middle - Sweetwater Union High School District
Abstract
Student explanations in the mathematics classroom are often a list of steps and at best communicate a student’s procedural fluency. These explanations lack student’s reasoning and markers for conceptual understanding. The Common Core State Standards for mathematics include Standards for Mathematical Practice, one of which is to ‘Construct viable arguments and critique the reasoning of others.’ I hypothesized that focusing on this mathematical practice by having students practice skepticism to better communicate reasoning in their explanations would increase all student’s problem solving skills and conceptual understanding. Students were introduced to a definition of skepticism by blending Jo Boaler and Robert Kaplinsky’s ‘Levels of Convincing’ framework and engaged in multiple activities to practice the skill. Similar assessments were used before and after skeptic activities to measure student growth. Results showed not all students demonstrated an increase in problem solving skills or conceptual understanding. However, many students improved in communicating their reasoning making misconceptions easier to address. Recorded conversations also showed an increase in student questioning and discourse during team tasks and classroom instruction, demonstrating a form of risk taking. Student’s began using language like ‘I am not convinced,’ instead of ‘I don’t get it,’ increasing the time of student engagement and perseverance. The increase in student dialogue and risk taking suggests that further action research should be conducted to determine whether skeptic conversations promote student agency and ownership of mathematics.
