Results

Students have, over time, responded well to this tool. In the beginning, students were unsure of the necessary level of detail necessary to support their claims (second guesses on our tool), but as they process progressed, students became increasingly confident and successful in creating viable mathematical arguments to support their thinking. In general, students have shown vast improvement with their ability to engage with mathematical text through developing logical arguments to support their stance on the validity of a particular claim. Although some students need more guidance on how to read a mathematical text for understanding, (which can be supported using selections from the “annotation questions” document) they were able to access the skill of finding reasoning for their initial classification of statements when given supports for reading comprehension strategies.