Today's Technologies Enhance Writing in Mathematics

Cooper, Amy

doi:10.1080/00098655.2011.624394

Cited by 13 publications

(6 citation statements)

References 6 publications

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“…The study of Klein, Pflederer, and Truckenmiller [12] revealed that alongside cooperative learning and multiple intelligence activities, student journaling reflected greater appreciation from among the students which consequently increased their motivation. Including writing in mathematics curriculum deviates the students' focus to sole mathematical computation and gives them confidence to express their ideas and have a deeper understanding of the content [13].…”

Section: Introductionmentioning

confidence: 99%

Investigating College Students’ Views on Mathematics Learning Through Reflective Journal Writing

Guce

2017

IJERE

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The study on reflective journal writing (RJW) and its benefits as assessed by the teachers has long been an inclination in mathematics education. However, little research has been done to explore the feelings of students towards RJW and how such has an effect on their mathematics learning. This study aimed to describe the feelings of the students about RJW. Being a qualitative type of research study, data were acquired through focus group discussion and were analyzed using axial coding. Results revealed that RJW (i) provided opportunities for the students to construct meaning and express personal views and ideas; (ii) built a connection between the teacher and the students; (iii) through the use of prompts, allowed the students to relate mathematics to real-life facts improving their understanding of the subject; (iv) helped the students build association of ideas using their prior knowledge and experiences; and (v) enabled the students to develop self-awareness. The findings suggest that when students are engaged in reflective writing experiences which explicitly promote meaning-making or self-questioning, teachers create an opportunity for them to see how the process of writing can enrich their mathematical learning.

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Section: Introductionmentioning

confidence: 99%

Investigating College Students’ Views on Mathematics Learning Through Reflective Journal Writing

Guce

2017

IJERE

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“…WTL views students' errors and mistakes as part of the learning process and emphasizes writing as a way to understand content. Examples of WTL activities include journals, informal writing, and online discussion boards or blogs [7]. WID builds on WTL activities, with additional attention to the conventions of disciplinary-specific genres.…”

Section: Writing-to-learn Versus Writing-in-the-disciplinesmentioning

confidence: 99%

Collaborative Learning Through Formative Peer Review With Technology

Eaton¹,

Wade

2014

PRIMUS

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This paper describes a collaboration between a mathematician and a compositionist who developed a sequence of collaborative writing assignments for calculus. This sequence of developmentally-appropriate assignments presents peer review as a collaborative process that promotes reflection, deepens understanding, and improves exposition. First, we distinguish writing-to-learn from writing-in-the-disciplines. Then, we review collaborative writing pedagogies and explain best practices for teaching peer review. Finally, we present an implementation plan and examples of student work that illustrate improved understanding of content and improved exposition.Comment: This is an Accepted Manuscript of an article published by Taylor & Francis Group in PRIMUS on May 27, 2014, available online at: http://www.tandfonline.com/doi/full/10.1080/10511970.2014.881442 ." PRIMUS Vol. 24, Iss. 6, 201

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“…Daily writing activities increase mathematics achievement and metacognition [5]. Rather than focusing on sole mathematical computation, students pay attention also to how they express ideas and deepen their understanding when they are engaged in mathematical writing tasks [11]. The process of writing slows the students downallowing them to process information [6].…”

Section: Introductionmentioning

confidence: 99%

Mathematical Writing Errors in Expository Writings of College Mathematics Students

Guce

2017

IJERE

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<p>Despite the efforts to confirm the effectiveness of writing in learning mathematics, analysis on common errors in mathematical writings has not received sufficient attention. This study aimed to provide an account of the students’ procedural explanations in terms of their commonly committed errors in mathematical writing. Nine errors in mathematical writing were pre-defined -- namely, misuse of mathematical terms, misuse of mathematical symbols, incorrect notation, incorrect grammar, incorrect capitalization, no or incorrect punctuation, vague term, incorrect term, and lack of term or phrase. This study used qualitative method of research to keep a record of errors in mathematical writing. Conducted in the College of Education Arts and Sciences of De La Salle Lipa, the study involved twelve BS Mathematics students enrolled in Advanced Calculus 1 class as respondents. Results revealed that the most committed errors done in mathematical writing are incorrect grammar and misuse of mathematical symbols. Certainly, intervention programs on mathematics writing will bring favorable outcomes. Language courses in the students’ curriculum which tackle proper grammar usage may be integrated with writing about mathematics as part of the student activities. Such will provide the students with writing experiences fitted to their discipline.</p>

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Today's Technologies Enhance Writing in Mathematics

Cited by 13 publications

References 6 publications

Investigating College Students’ Views on Mathematics Learning Through Reflective Journal Writing

Investigating College Students’ Views on Mathematics Learning Through Reflective Journal Writing

Collaborative Learning Through Formative Peer Review With Technology

Mathematical Writing Errors in Expository Writings of College Mathematics Students

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