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Researching students’ thinking is imperative to improving the education system throughout the world. From extensive research, it is noted that students are unaccustomed and struggle with providing valid mathematical justifications (e.g. Inglis & Alcock 2012). The National Council of Teachers of Mathematics (NCTM, 2000) and Common Core State Standards of Mathematics (CCSSM, 2010) suggest that students should have several opportunities to construct mathematical arguments across all grade levels. To take a closer look at this educational phenomenon, we prompt fifth to eighth-grade students with nine mathematical tasks. Within our research, we focus on tasks based on number properties, algebraic thinking, and geometric thinking. Furthermore, our research examines students’ methods of justifications as well as the mathematical quality of the justifications. Overall, the research demonstrates that most students’ justifications are not mathematically complete. This research is of high value to educators, parents, school administrators, and students throughout the world as it provides a more beneficial method of student learning. Educational research is highly important as the future of the world lies within our classrooms today.
Reyes- Hernandez, Leslie, "Examining Middle School Students' Methods Of Justification" (2021). Mathematics. 3.