Promoting Student Buy-in: Using Writing to Develop Mathematical Understanding

Abstract

, B. (2004). The effects of schoolbased writing-to-learn interventions on academic achievement: A meta-analysis.

O uso de rubricas na educação básica: Revisão e recomendações

“…For example, a writing rubric using the criteria ideas, organization, word choice, sentence fluency, conventions, and voice (Bradford et al, 2016) communicates to students these attributes of effective writing. Or, a mathematical justification rubric using the criteria mathematical language, mathematical steps, mathematical reasoning, and solution in context (King et al, 2016) communicates to students these attributes of effective mathematical justification. In both cases, the criteria are exactly what the students are trying to learn.…”

“…This section, therefore, does not focus on the point that rubrics studies, the rubrics were used formatively. Ten of those studies explicitly described formative uses: as a framework for instruction (Bradford et al, 2016); as the basis of individual and group activities (Auxtero & Callaman, 2021); and/or as the basis of feedback from teacher, peer, or self (Chen & Andrade, 2018;Chen et al, 2017;Hsia et al, 2016;Kim, 2019;King et al, 2016;Liu et al, 2016;Safadi, 2017;Safadi & Saadi, 2021). One study (Mahmood & Jacobo, 2019) focused on the use of sliding scale rubrics for grading, but the students used the rubrics formatively as they were preparing mathematics portfolios to submit for grading; in other words, they self-assessed as they prepared their portfolios.…”

“…Kim (2019) found that high school students who used rubric-referenced self-assessment wrote essays that were longer and of higher quality after using the rubric. King et al (2016) found that co-creating a rubric for writing mathematical justifications, and then using their rubric for self-assessment that included both feedback to themselves and selfscoring, helped 5 th graders distinguish between simply presenting the steps to solve a math problem and explaining the reasoning behind those steps, which had been an issue for them before the lessons that used the rubric.…”

Investigation of Students' Cognitive Learning in Mathematics Lessons Supported with Writing Activities

“…In terms of the code of inconsistencies among different explanations made on the same topic and between explanations and mathematical operations, which was examined under the theme titled -features of the explanations‖, it can be stated that writing activities had a positive impact on students with an achievement level of C or D. In other words, it can be claimed that writing activities enabled students at these levels of achievement to reflect on what they have written and internalize their explanations in the course of time (King, Raposo & Gimenez, 2016;Pugalee, 2001;Seto & Meel, 2006) because in the beginning, students produce superficial responses, but at a later point in time, they write responses by establishing a connection between the question and mathematical knowledge. Phillis (2020) stated that it would not be easy for students to produce writings relevant to a topic that they could not understand, but that writing could help students to organize their ideas.…”

The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers

“…Samuelsson (2010) supports this as the use of teaching methods in which students use their language for discussion in solving mathematical problems positively affects students' conceptual understanding. King et al (2016) (1991) refers to the importance of representations, connectivity, and mobility among them, within the fourth standard of professional development standards for mathematics teachers, which is "pedagogical knowledge of mathematical content" by saying: that the modeling of mathematical ideas through various representations (sensory, visual, graphics, symbols, and others) is an essential move in learning mathematics. Regarding that, the mathematics teacher needs a rich and deep knowledge in the various methods of modeling different concepts, procedures and ideas in mathematics, in addition to the ability to navigate between these representations because it helps students understand mathematics and be able to build it themselves, and therefore the ability to choose, modify and build representations is at the core of mathematics pedagogy.…”