Mathematical Reasoning Portfolio

A portfolio is an integrated collection of student work showing student effort, progress, or achievement in one or more
areas.  The collection is guided by performance standards and includes evidence of students’ self-reflection and participation in
setting the focus, selecting content, and judging merit.

As you work through this course, develop a mathematical reasoning portfolio.  Your portfolio should:

• Provide samples of your best work in mathematical reasoning, problem solving and mathematical communication;
• Indicate the range and quality of mathematical and technological skills, concepts, and appreciations you acquire in this course;
• Demonstrate your ability to see connections between discrete mathematics and other areas;
• Demonstrate your ability to craft mathematical proofs and arguments;
• Show you can modify course experiences to develop lessons suitable for middle school students;
• Show you can use knowledge acquired in this course to help you develop lessons addressing specific NCTM standards, Maryland Learning Outcomes, Maryland Content Standards, Maryland Core Learning Goals, or other relevant set of standards, outcomes, or goals;
• Communicate your reactions to, and reflections upon, course experiences;
• Demonstrate an evolving approach to the teaching of topics from discrete mathematics, mathematical reasoning, and problem solving.

Your portfolio should include:

• A table of contents;
• Samples of your best work in mathematical reasoning;
• A journal with weekly notes, recaps, and reflective commentary accompanied by and peer or instructor reactions/responses;
• Detailed sample lesson plans (including some ‘before and after’ plans showing modifications or adaptations due to learning in the course) addressing specified relevant objectives;
• Peer and instructor critiques of lesson plans;
• Documentation of personal growth or change over the course

Questions that will be considered in the evaluation of your portfolio are:

• Does the portfolio show growth or change over time?
• Does it include the process by which work is done as well as the final product?
• Does it demonstrate thoughtful reflection on one’s own achievement and learning?
• Does it demonstrate an evolving approach to the teaching of topics from discrete mathematics, mathematical reasoning, and problem solving?
• Does it identify goals for further achievement?
• Does it contain an adequate amount of information?
• Does it contain adequate quality in individual pieces?
• Does it contain adequate variety in the kinds of things included?

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View the rubric for evaluation of the portfolio.
View the lesson plan format for this course.
View the home page for this course.
View Don Cathcart's home page.