Math: Mathematical Reasoning
Active component (content knowledge)
Comprehend
• When a proposed solution does not work, analyze why
and use the analysis to seek a valid solution
• That mathematics can be applied to other fields and
continues to play an important role in their evolution
(e.g., science, engineering, music)
• The uses of both proof and counterexample in problem
solutions
• The role of written symbols in representing mathematical
ideas and the precise use of special symbols of
mathematics
• A select list of mathematical facts and how to build on
those facts
• Specific instances of general mathematical facts, as well
as how to look for general results that extend particular
results
• The need for a willingness to experiment with problems
that have multiple solution methods
• When to appropriately use a calculator in computation
• Mathematical definition within context of using reasoning
to solve problems
College Readiness Standards
Learner outcomes
Demonstrate
• An understanding of mathematical ideas behind the steps of a
solution, as well as the solution
• An understanding of how to modify patterns to obtain varying
results
• How to modify solution strategies to obtain different results
• The use of variety of strategies to revise solution processes
• The use of multi-step process to solve problems
Develop ability to:
• Conduct simple proofs
• Abstract mathematical models from word problems, geometric
problems and applications and interpret solutions in the
context of the source problems
• Translate simple statements into equations
• Make estimates and approximations in place of correct
answers by:
○ Doing conversions between decimals and fractions
○ Recognizing estimation accuracy
• Use a calculator appropriately
○ Make estimates without a calculator
○ Detect misproduced and unreasonable results
○ Conduct systematic trial-and-error solutions
○ Produce plotted graphs
• Determine the mathematical concept from the context of an
external problem, solve the problem and interpret the
mathematical solution in the context of the problem
• Solve problems by using
○ Inductive and deductive reasoning
○ Geometric and visual reasoning
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 ○ Multiple representations to solve problems

(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)

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Standards for Success (S4S)
Math: Mathematical
Successful students:
A. Know important definitions, why definitions are necessary and are able to use
mathematical reasoning to solve problems
B. Are able to work with mathematical notation to solve problems and to communicate
solutions
C. Know a select list of mathematical facts and know how to build on those facts (e.g.,
Pythagorean theorem; formulas for perimeter, area, volume; and quadraic formula)
D. Know how to estimate
E. Understand the appropriate use as well as the limitation of calculators
F. Are able to generalize and to go from specific to abstract and back again
G. Demonstrate active participation in the process of learning mathematics

Cognitive Strategies Emphasized

• Habits of the mind such as:
○ Time management – budgeting time to complete reading tasks
○ Understanding expectations of readings
○ Academic persistence
• Critical thinking skills such as:
○ Ability to discuss materials in-depth by asking engaging questions
○ Problem solving
• Understanding the connection between reading comprehension skills and disciplines:
writing, speaking and research
• Self-analysis – learning from constructive criticism and feedback
• Developing comfort with ambiguity of readings and assignments

Bibliography
Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass.

Conley, D. T. (2003). Understanding University Success: A Project of the Association of American

Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research.

Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness.

Eugene, OR: Educational Policy Improvement Center.

The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that
Counts. Achieve, Inc.

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