Challenges in Assessing Mathematical Reasoning

Mathematical reasoning is foundational to making sense of mathematics. Yet assessing mathematical reasoning can be challenging for teachers. This paper reports on a project where teachers taught two lessons with a specific focus on reasoning and came together with other teachers at their school to attempt to assess the reasoning of their students. Results, derived from an analysis of two post-lesson discussions about student work samples and associated completed assessment rubrics, provide insights into the challenges identified by 34 primary teachers at 4 Victorian government schools.