A Study of Mathematical Reasoning and Sense-Making in a General Education Mathematics Course

This study investigates the effect of a student\u27s mathematical sense-making ability on his/her performance in mathematics. Students answered a short survey questioning their understanding of a mathematical topic on a daily quiz. These topics were separated into two categories: sense-making and non sense-making/rote learning. The researcher used the survey along with observations throughout instructional and tutoring sessions and the Chi-Square analysis test of independence to see if there was an association between a student\u27s mathematical sense-making ability and their performance in the course. The students who demonstrated that they had a higher mathematical sense-making performed better in the course. These results can be used to help teachers realize that they need to have a curriculum and instructional techniques that require their students to use mathematical sense-making and reasoning. This study shows that mathematical sense-making and performance in a mathematics course are associated with each other