Writing in calculus and reflective abstraction

Cooley, Laurel

doi:10.1016/s0732-3123(02)00129-3

Cited by 21 publications

(13 citation statements)

References 4 publications

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“…Additionally, the use of writing (placing your verbal understandings in writing) in assignments throughout the curriculum has been growing based on research-based recommendations and assumptionsfirst published in a large-scale study of British schools by Britton et al (1975) that writing is important not only for communication Watt, J.X., Feldhaus, C.R., Sorge, B.H., Fore, G.A., Gavrin, A.D., & Marrs, K. but also for the discovery of ideas and a holistic understanding of a subject. Writing in calculus courses has also been shown to promote the construction of conceptual understandings and new knowledge (Beidleman, Jones, & Wells, 1995;Cooley, 2002). Student learning has also been demonstrated through the implementation of graphical or geometric representations and the discussion of those forms (Weller et al, 2003;Monk & Nemirovsky, 1994).…”

Section: Basis In Learning Strategiesmentioning

confidence: 99%

The effects of implementing recitation activities on success rates in a college calculus course

Watt¹,

Feldhaus²,

Sorge³

et al. 2014

JoSoTL

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Over a period of six years, three different types of recitation sessions were implemented into the large enrollment section of a college calculus course. During the fall semesters, the results on the departmental final examination, the DFW rates, and the one-year retention rates of students as STEM majors were examined by the type of recitation session used with the large enrollment section. The three types of recitation sessions studied were: (1) optional mentoring sessions at the Math Assistance Center conducted by undergraduate students (peer mentors), (2) required mentoring sessions conducted by graduate students, and (3) required VGNA (Verbal, Graphical or Geometric, Numeric, and Algebraic) Concept activities, which were also coupled with mentoring sessions conducted by graduate students. The success of the students in the large enrollment section of the course, which included one of the three different types of recitation sessions, was compared to the success of students in the small enrollment sections of the course (enrollments less than 50 students). The effects of using each type of recitation session on raising departmental final examination scores, lowering DFW rates, and raising one-year retention rates is presented. The results of this study demonstrate methods of raising student success rates in large enrollment (lecture-format) courses.

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Section: Basis In Learning Strategiesmentioning

confidence: 99%

The effects of implementing recitation activities on success rates in a college calculus course

Watt¹,

Feldhaus²,

Sorge³

et al. 2014

JoSoTL

View full text Add to dashboard Cite

show abstract

“…Even this weak form of support has its uses, providing the reader with ideas and encouragement. Examples in the literature of studies citing data tend heavily towards the qualitative [12,16,22,23] rather than quantitative [11], although some studies successfully combine the two forms of analysis [15,24].…”

Section: In Search Of Theorymentioning

confidence: 99%

Categorization and analysis of explanatory writing in mathematics

Craig

2011

International Journal of Mathematical Education in Science and

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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.

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“…Cooley (2002) studied journaling assignments integrated into an undergraduate calculus course. She found that student writing assignments improved over a semester of use.…”

Section: Journaling To Learnmentioning

confidence: 99%

“…Some educators have used writing as a means to adjust attitudes toward and perceptions of math (Sewell, 2006;Furner & Duffy, 2002;and Mason & McFeetors, 2002). Others have assessed student thinking (Baxter, Woodward, & Olson, 2005;Burns, 2005;Gordon & Macinnis, 1993;and Countryman, 1992) or used writing as a learning mechanism for new concepts and skills (Marlow, 2006;O'Connel, Beamon, Beyea, Denvir, Dowdall, Friedland & Ward, 2005;Williams, 2003;Brandenburg, 2002;Cooley, 2002;Koirala, 2002, Burns & Silbey, 2001McIntosh & Draper, 2001;Baker, 1999;and Fuqua, 1997).…”

mentioning

confidence: 99%

Journaling as a Test Preparatory Measure in Secondary Mathematics: Successful Student Strategies

Nickerson¹

2007

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Writing in calculus and reflective abstraction

Cited by 21 publications

References 4 publications

The effects of implementing recitation activities on success rates in a college calculus course

The effects of implementing recitation activities on success rates in a college calculus course

Categorization and analysis of explanatory writing in mathematics

Journaling as a Test Preparatory Measure in Secondary Mathematics: Successful Student Strategies

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