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Christopher M. Odom
Lesley University
ECOMP 6102
Rock Hill, SC
7/11/08
Reasoning in Middle Level Math 2
Abstract
Reasoning is an essential skill for middle level math students. Furthermore, students must
gives specific examples of how student reasoning can be taught and assessed with middle level
math students. It also compares Rick Stiggins’ types of reasoning to Benjamin Bloom’s cognitive
Many students have difficulty reasoning in the middle-level mathematics classroom. This
is largely due to a lack of understanding as to the “why” when solving a problem. Students often
Reasoning is the ability to carry out logical steps to solve a problem. Reasoning applies
outside and inside the classroom. For example, one might need to change a tire on their car.
There is a set of logical steps needed to change the tire. One must reason that the car must be
jacked up before the tire is removed. Otherwise it will be difficult to change the tire. Reasoning
is a necessary skill that all students must have to function in life. As a teacher, it is our
Stiggins (2008) defines several different types of reasoning. Analytical reasoning requires
one to dissect a situation into many different parts. In my math classroom, this might require a
student to list the steps they took in solving a problem and describe why they used each step to
Synthesizing requires students to combine many different things. For example, a student
might have to apply a math problem to a real world situation. Another example of synthesis
could be solving a word problem. In this case, a student must combine multiple problem types to
Comparative reasoning requires that students not only compare items, but also contrast
these items. In the math classroom, this can be used in many different ways. Students might
compare and contrast different problems. Students might compare and contrast different
Reasoning in Middle Level Math 4
Categorizing these concepts then allows us to compare the items quite easily. My students are
required to classify numbers into different groups. For example, they may have to classify odd
Induction and deduction require students to use information to help them arrive at a
solution. Students take a sample situation and apply it to another situation to come up with an
answer. For example, a student might see that a math property works in one situation and reason
that it will work with many more similar situations. In higher level math, induction is used to
prove many problems. Mathematicians prove a simple case, and then use that information to
The last type of reasoning mentioned is evaluation. When students evaluate information,
they analyze the information to see if can apply to a given situation. For example, students might
research a topic and compile many different sources of information. Students then evaluate the
sources and use those that they deem most appropriate. (Stiggins, 2008, p. 61).
organizes his learning into categories ranging from lower-level to higher level. Whittington
states, “The cognitive activity required for students to respond to an open question (i.e. justify,
infer, formulate, and make judgments) is the cognitive activity referred to by Bloom as thinking
As stated by Hill and Flynn, “… illustrates the levels in the Taxonomy, which starts with
lower-level questions - recalling information, for example - and concludes with higher-level
questions - comparing and discriminating between ideas, for example.” (2008, p. 47)
As students move from lower to higher, they show greater understanding of a topic.
Bloom has categorized this hierarchy so that students move along a continuum, gaining greater
understanding of a topic as they move higher. According to the South Carolina State Department
of Education, “Mathematics goes well beyond simple recognition and recall and the
memorization of facts that many people mistake for the core of mathematics.” (2007, p. 104).
They continue, “For example, one might compare attributes of congruent shapes or
classify shapes as congruent. Both of these are included in the cognitive process dimension
understand, which has five other processes: interpreting, exemplifying, summarizing, inferring,
Here, one of Bloom’s levels of cognitive understanding has covered several different
types of Stiggins’ types of reasoning. The cognitive process dimension understand includes
Stiggins’ reasoning types of comparing, classifying, and inferring (deductive and inductive
reasoning). Stiggins further supports this line of thought when he argues, “…reasoning patterns
are rarely used independent of one another. Rather, these patterns bring us to problem solutions.”
(2008, p. 56).
Stiggins and Bloom talk about a similar goal in different ways. Bloom focuses on
students’ levels of understanding. Bloom is most concerned with the learning that goes on.
Embedded into this learning is reasoning, especially when dealing with the higher level
questions, such as synthesis and evaluation. However, on the lower levels, such as knowledge,
Reasoning in Middle Level Math 6
little reasoning is used. Stiggins is concerned with how students arrive at an answer. He realizes
them to explain why they chose a particular method for solving a problem. I start this in my
classroom by modeling this procedure for my students. When solving a problem, I explain my
thoughts in the first person so that my students will know both the how and why of the algorithm
we are using. I can model each of Stiggins’ types of reasoning using the first person.
Students must get practice using their reasoning skills. Many of my students have trouble
comparing and contrasting different situations. This is likely due to lack of experience comparing
items and classifying. After modeling problems that involve comparing and contrasting, I can
allow my students to work on these types of problems with a partner or a group to scaffold this
instruction.
Math lends itself to most types of reasoning. Students often compare and classify
different objects in math classes. Students can analyze the process they took to solve a math
problem. Students apply inductive and deductive reasoning when they solve a new problem
using information that they have been exposed to in the past. Students will have much difficulty
using synthesis in math, but it should be taught through the use of word problems that require
students to combine several different skills. Students can also evaluate answers for correctness.
I informally assess my student’s reasoning skills through the use of many different
After I see a students’ answer to a problem, I begin to ask them why they chose the method that
they chose. I then get other students’ input into the students’ method (whether correct or
Reasoning in Middle Level Math 7
incorrect) and discuss the solution. Another method is to have students write about the steps they
took on a note card and give it to me on the way out of the class. Through this, students are
analyzing the work they do. I give my students problems that are worked incorrectly to help
them practice evaluation. They have to find the mistake in the problem and then correct it. I
might give this problem to an entire group and allow them to solve it on poster paper.
Students compare and contrast their work by grouping using Venn diagrams or other
visual means. Students can also use these Venn diagrams to classify different objects.
I formally assess students’ classification skills through the use of fill in the blank or
multiple choice examinations. Students might choose which topics fit or do not fit a certain
criteria. I formally assess students analysis skills by giving having them solve a problem and then
write out why they chose each step they chose. I also give the students a problem and ask them to
tell me how to solve a problem without actually solving the problem. Synthesis is formally
assessed by giving students unfamiliar word problems that require students to use more than one
skill. Comparison can be assessed through the use of fill in the blank, short answer or true-false
questions. Students can compare multiplication to addition, for example and see that they have
some similarities, such as the fact that multiplication is repeated addition. Inductive and
deductive reasoning is difficult to assess formally in the middle level classroom, but can be done
by asking students to generalize situations and then apply them through word problems. Students
can evaluate work for mistakes and correct it. I give the students a problem and ask the students
to find the mistake and tell me what mistake was made and why they think the mistake was
made.
Reasoning in Middle Level Math 8
teacher being cognizant of the different ways of reasoning. Now that I understand the different
ways of reasoning, I feel that I will do a better job teaching them in my classroom.
Reasoning in Middle Level Math 9
References
Hill, Jane D, and Kathleen Flynn. (2008). Asking the right questions. Journal of Staff
Development, 29(1), 46-52, 79. Retrieved July 11, 2008, from ProQuest Education
Whittington, M Susie (2007, May). Critical Thinking and Cognition: Questions that Enhance
July 11, 2008, from ProQuest Education Journals database. (Document ID: 1453661171).
South Carolina Department of Education. (2007). South Carolina Academic Standards for
Mathematics. Columbia, SC
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