Keep Calm and Press for Reasoning

2021 ◽  
Vol 114 (8) ◽  
pp. 591-597
Author(s):  
Nancy Anderson
Keyword(s):  
Student Reasoning

The questions that teachers ask to elicit student reasoning—often referred to as press for reasoning—help students explicate the concepts and principles that undergird their strategies. This article describes the term, addresses its benefits and challenges, and offers three routines.

Capturing Thinking on the Talk Frame

2013 ◽  
Vol 19 (8) ◽  
pp. 516-523 ◽  
Author(s):  
Tutita M. Casa
Keyword(s):  
Instructional Tool ◽  
Student Reasoning

This instructional tool helps students engage in discussions that foster student reasoning, then settle on correct mathematics.

Event diagrams – Supporting student reasoning in special relativity through thought experiments

2021 ◽  
pp. 84-98
Author(s):  
Floor Kamphorst ◽  
Elwin Savelsbergh ◽  
Marjolein Vollebregt ◽  
Wouter van Joolingen
Keyword(s):  
Special Relativity ◽  
Thought Experiments ◽  
Student Reasoning

Analysis of student reasoning about Michaelis–Menten enzyme kinetics: mixed conceptions of enzyme inhibition

2019 ◽  
Vol 20 (2) ◽  
pp. 428-442 ◽  
Author(s):  
Jon-Marc G. Rodriguez ◽  
Marcy H. Towns
Keyword(s):  
Qualitative Study ◽  
Enzyme Kinetics ◽  
Enzyme Inhibition ◽  
Enzyme Inhibitors ◽  
Student Understanding ◽  
Student Reasoning ◽  
Science Practice ◽  
Semistructured Interviews ◽  
Different Types ◽  
Second Year

Student understanding regarding topics in upper-division courses, such as biochemistry, is not well represented in the literature. Herein we describe a study that investigated students’ reasoning about Michaelis–Menten enzyme kinetics and enzyme inhibition. Our qualitative study involved semistructured interviews with fourteen second-year students enrolled in an introductory biochemistry course. During the interviews students were provided an enzyme kinetics graph, which they were prompted to describe. Students were asked to look for patterns and trends in the data and interpret the graph to draw conclusions regarding the types of enzyme inhibition observed, providing the opportunity for the students to engage in the science practiceanalyzing and interpreting data. Findings indicate students were able to attend to the relevant parameters (VmaxandKm) in the graph and subsequently associate changes inVmaxandKmto different types of enzyme inhibitors. However, students expressed difficulty explaining why a specific type of inhibition caused the observed change in the kinetic parameters and there was confusion regarding the distinction between noncompetitive and uncompetitive inhibition. Based on our results, we suggest instruction on enzyme kinetics should emphasize qualitative descriptions of the particulate-level mechanisms related to competitive and noncompetitive inhibition, with less emphasis on discussions of uncompetitive and mixed inhibition in introductory biochemistry courses.

3 Ways That Promote Student Reasoning

2011 ◽  
Vol 18 (3) ◽  
pp. 182-189
Author(s):  
Margaret Rathouz
Keyword(s):  
Student Reasoning ◽  
Future Teachers ◽  
Solution Methods

Encourage children and their future teachers to question whether different solution methods are mathematically valid and to justify their reasoning.

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