Defining Reasoning and Proof
 Introduction | Pattern Recognition | Repeating Patterns | Reasoning About Repeating Patterns | Growing Patterns | Classification | Your Journal
 In this section, we have looked at two central components of mathematical reasoning: patterns and classification. Now we'd like you to consider the Standard and the methods and goals discussed in this section to reflect on how you can support reasoning in your own classroom. Read the following questions and answer one in light of the students and content you teach. Questions to write and reflect about: What are some examples of questions you can ask that support students, rather than dictating the thinking process they should use? What are the characteristics of this type of question? It can be difficult for young children to explain their thinking in a way that makes sense. What are some strategies you can use to support students who are having difficulty putting their thinking into words? For many teachers, group work, writing, explaining one's thinking, and lively mathematics class discussions are very different from their own experiences as young learners. Is this true for you? What role does this past experience play in how you view reasoning in your classroom today? Put yourself in the place of a reluctant student, possibly one who is in the process of learning English. Which tasks are more likely to entice this student to engage in the mathematics? Why? Three ways to write and reflect: Use pen and paper. Use a word processor. Use the form below. Be sure to save what you have written before you navigate out of the journal section. Your work will be displayed in a printer-friendly format to enable you to print. Thanks for writing in your journal. Please keep your entries in whatever format you choose -- you will find them useful for reference later.
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