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Danielle May
Abstract
In this paper, I review the article, “A, E, I, O, U and Always Y: A Simple Technique for
author Lorna T. Vazquez discusses how each vowel can help students improve on their
communication of their answers. The better communications of how the students’ come
up with their answers can then help teachers better assess their students learning and
understanding.
LITERATURE REVIEW-DOMAIN B 3
Article Review
the infamous English alphabet vowels, where each letter represents an assessment
component. The A represents answer such that did the student determine the correct
answer. The E represents efficient explanation. For instance, did the student show his/her
thing reasoning and thinking clearly to an outside observer? The I stands for information,
such that all the necessary information is presented to show the student solved the
problem effectively. The O represents organized, where the student needs to show clearly
the procedure he used to get to their solution. Lastly, A+E+I+O=U, where the U is the
The teacher uses this pedagogical tool to help students better communicate their
answers and for the teacher to better understand their students understanding of the
concept. The Common Core State Standards for Mathematics (CCSSM, 2010) suggests
that students should be able to “make sense of problems and persevere in solving them,
reason abstractly and quantitatively, and construct viable arguments and critique the
themselves, their peers, and the instructor to ensure the students are reaching their full
Vasquez also discusses the importance of another “sometimes” vowel, the Y. The
Y stands for “Why” where students must assess their answers and determine if it is
reasonable for the problem given. This is so critical when students begin upper division
math courses where units and real world context problems can be complicated. Students
should be able to self assess their answers to ensure that they are reasonable for the given
situation. When the students use the A, E, I, O, U, and always Y technique the students
“develop a heightened awareness of their own thinking and reasoning, and [the teacher] is
better able to assess that they do and do not comprehend” (Vasquez, 2008, pg. 22). In
create clear assessment expectations. For instance, each vowel can represent a score of 1
when completed successfully, so that each problem is scored out of 5 points (the U
represents total understanding). Students can reassess their scores to determine how to
better complete the each component to reach their full potential. Just as writing
instructors push students to redraft to better their writing, mathematics teachers can push
potential.
Personal Implications
Overall this assessment technique is great way for both the instructor and students
to assess content understanding. “It offers teachers and students alike an organized,
mathematical discourse” (Vasquez, 2008, pg. 23). It is a great way to set high
LITERATURE REVIEW-DOMAIN B 5
have a precise understanding of each vowel. I can oversee these challenges by beginning
to implement this technique in my classes and assessing how I can better improve its
References
National Govenors Association Center for Best Practices, Council of Chief State School
http://www.corestandards.org/Math/Content/HSG/GPE/