This article, titled Explaining Your Math: Unnecessary at Best, Encumbering at Worst, discusses the difference between “knowing” and “doing.” It points out how reformers often argue that students can quite often “do” a problem but never actually understand or “know” the actual concepts. Students have been required to justify their answers. However, the article argues that while justifying answers and explaining thinking may help some students, it can actually be an unnecessary step for others.

What do you think? Is it important for all students to show their work and justify their answers in math?

Read the article and let me know in the comments of this post!

Amanda Koonlaba is an elementary art teacher in Tupelo, MS. She is a contributor to MSEdBlog. Her views are her own and do not represent the views of any other entity.