Abstract
The assessment in mathematics proof and reasoning is one of the crucial aspects of mathematics education. It aims to elicit the development and the level of students' mathematics ability. Nevertheless, several challenges arise from implementing proof and reasoning assessment. This study investigated the challenges experienced by the high school teachers in implementing assessment in proof and reasoning. The study sample comprises three groups with different teaching experiences consisting of ten mathematics teachers in each group. The data were collected through a questionnaire, a depth interview, and a focus group discussion. Bogdan and Biklen's qualitative descriptive analysis is used to analyses the obtained data to elicit a particular theme. The significant challenges included dealing with the implementation of reasoning and proof evaluation. The results indicate that (1) in developing item tests, teacher faced challenges in arranging test framework, determining the suitable mathematics topics, and developing scoring framework; (2) during the test implementation, the teachers have difficulties on the time allocation issue; (3) in analyzing of the assessment result, the teachers inadequately describe the students' mathematical reasoning and proof ability. A collaboration involving mathematics teacher's organization with mathematics education experts is needed to counter the challenges. In detail, this collaboration should focus on the assessment of mathematical reasoning and proof implementation.
Highlights
The ability to reasoning and proof has already been a research focus in the past decade [1,2,3]
Based on Focus Group Discussion (FGD) and depth interview records conducted with 20 high school mathematics teachers, three critical themes that refer to problems in implementing students' proof and reasoning ability assessment were drawn
Based on the finding of teachers' difficulties in implementing mathematical reasoning and proof assessment, it can be concluded that there are three fundamental problems experienced by the teacher in developing reasoning and proof assessment
Summary
The ability to reasoning and proof has already been a research focus in the past decade [1,2,3] These studies suggest that reasoning ability is crucial for developing better mathematical skills and supporting other mathematical knowledge. For mathematics teachers, reasoning ability plays an essential role in mathematics teaching since all mathematical knowledge is involved in conducting reasoning activity, including high-order thinking, mathematical communication, and meaningful learning [5]. Cai & Cirillo [7] suggest that, from the analysis of the curriculum in their country, the ability of reasoning and proof as one of high order thinking skills become the main focus in the mathematics curriculum. It is undeniable that reasoning ability becomes a fundamental ability in students' mathematics competency in Indonesian Curriculum
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