Tuesday, April 12, 2016: 3:50 PM
3018 (San Francisco Convention Center)
This study used student samples in one state’s open response items to identify the features of clearly written mathematical arguments. We report on how we can use these features to improve the performance of ELLs in mathematics tests. Evidence is provided to show that students’ performance in open response questions is related not only to their mathematical understanding but also to their abilities in writing.