Using Scaffolding to Scale-up Justifications

  • Using Scaffolding to Scale-up Justifications

    Carolyn James, Ana Casas, and Douglas Grant
    Encouraging students to justify earlier as they attempt to solve an open-ended task can lead to greater understanding and engagement.
    Open-ended mathematical tasks provide great opportunities for students to engage in authentic mathematical practices, such as conjecturing, generalizing, and justifying. When students solve nonroutine problems, they must develop their own strategies, draw on different areas of mathematics content knowledge, and assess the validity of their solutions (Hiebert et al. 1996).