How many of us ask students to solve a problem and then stop when the student produces a correct answer? Give students a good rich task but don’t ask how they arrived at the answer or how they know it is correct? This is where reasoning and proof comes in.
Reasoning and Proof
In the book, Adding It Up: Helping Children Learn Mathematics, (National Research Council, 2001) (beginning in chapter 4, page 137) researchers talk about the components or strands of mathematical proficiency. They identify these strands as: