Categorization and analysis of explanatory writing in mathematics

Abstract

The aim of this article is to present a scheme for coding and categorizing students' written explanations of mathematical problem-solving activities. The scheme was used successfully within a study project carried out to determine whether student problem-solving behaviour could be positively affected by writing explanatory strategies to mathematical problem-solving processes. The rationale for the study was the recognized importance of mathematical problem-solving, the widely acknowledged challenge of teaching problem-solving skills directly and the evidence in the literature that writing in mathematics provides a tool for learning. The study was carried out in a first-year mathematics course at the University of Cape Town, South Africa. Students' written submissions were categorized and analysed through use of an adaptation of a journal entry classification scheme. The scheme successfully observed positive changes over the experimental period in students' level of engagement with the mathematical material and with their stance towards knowledge.

The Role of Expository Writing in Mathematical Problem Solving

“…For this study three forms of data were collected during the study project, namely interviews, field notes and the students' written exercises. Analysis of the written submissions is unrelated to the research question addressed in this article and has been published elsewhere (Craig, 2011). A process of "meaning condensation" (Kvale, 1996, p. 193) of the interviews, supported by observations in the field notes, revealed potential evidence of learning which can be described using Piaget's learning theory (1985).…”

The Effect of Essay Writing-Centered Mathematics Teaching on Problem Solving and Mathematical Disposition

“…그런데 기존의 선택형 평가에 익숙해진 학생들은 서술형 평가에 어떻게 반응해야 하는 지를 잘 몰라서 수행에 어려움을 겪는 경향이 있다 (박배훈 외, 2003). 실제 여러 연구들 (김남준, 2006; 서수정, 2006) (Craig, 2011;Johnson, 1983;Miller, 1991). 이렇게 자신의 사고를 조직하고 표현하고 반성하는 과정은 자신의 수학적 사고를 탐험하는 과정으로 학 생들은 쓰기에 참여하면서 ' 아는 수학'에 그치지 않고 '행하는 수학' 을 통해서 의미 있는 수학적 지식을 구성할 수 있다 (Burns, 2004 (Burns, 2004;Wills, 1993;Miller, 1992;김보영, 2003;박현숙, 2000;왕경수, 2009 (Wills, 1993;박현숙, 2000 (Fuehrer, 2009).…”