CER in Math

A "Claims, Evidence, and Reasoning" (CER) framework is a way to structure scientific arguments and can also be used in math class to help students develop critical thinking and problem-solving skills. It is a three-part structure that includes:

1. Claims: A statement or assertion about what students believe to be true or what they have discovered in their work. In a math class, this could be a statement about a mathematical concept or a solution to a problem.

2. Evidence: The data, observations, or calculations that support the claim. In a math class, this could be a set of calculations, a graph, a diagram, or a proof.

3. Reasoning: The logical connections or explanations that link the claim to the evidence. This is where students explain how and why the evidence supports their claim.

When using the CER framework in a math class, students are asked to make a claim about a mathematical concept or problem, provide evidence to support their claim, and then explain the reasoning behind their claim. This allows students to practice their critical thinking skills by examining and evaluating the evidence and reasoning behind their own claims as well as their peers.

For example, in a geometry class, a student might claim that the sum of the angles in a triangle is always 180 degrees. The student would then provide evidence by drawing a triangle and measuring the angles, and then explaining the reasoning by referencing the properties of triangles and the definition of angles.

Using a CER framework in math class is beneficial as it allows students to clearly communicate their mathematical understanding and to evaluate the reasoning and evidence of their peers, also it improves their ability to think logically and critically, which are important skills in both math and science. Additionally, it provides an opportunity for students to explain their thinking in a clear and organized way and to make connections between different mathematical concepts.

Here's a detailed example of a CER in math:

Claim: The Pythagorean Theorem, a² + b² = c², can be used to find the hypotenuse of a right triangle.

Evidence: A set of measurements for the legs of a right triangle, a = 3 cm and b = 4 cm, are used to calculate the hypotenuse, c, using the Pythagorean Theorem. The calculation shows that c = 5 cm.

Reasoning: The Pythagorean Theorem states that in a right triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the lengths of the other two sides. By applying the theorem to the measurements of the legs of the triangle (3² + 4² = 9 + 16 = 25) and taking the square root of the result, we get c = √25 = 5 cm. This value is the same as the measurement of the hypotenuse of the triangle. This means that the Pythagorean Theorem can be used to find the hypotenuse of a right triangle.

This example, students are able to clearly explain the mathematical concept and how the evidence supports the claim. By using the CER framework, students are encouraged to think critically and to explain their reasoning in a clear and organized way, which helps improve their understanding of the concept, and it allows them to communicate their understanding to others.