A reflection on what adds up: Teaching the mathematically disengaged

Abstract

This paper focuses on my experiences with a particularly difficult, disengaged middle school mathematics class who were disillusioned with the learning process. In response I introduced this class to Collective Argumentation, a structured approach for students to work collaboratively and participate in mathematical discussions. By giving the students a voice and an opportunity to talk their way to understanding an enhanced engagement was observable. The outcomes have implications for those teachers disillusioned by traditional teaching methods as they attempt to re-engage their students.