Writing in the Mathematics Classroom and Its Effects on Mathematical Achievement
Author : Elizabeth Seton Harney
Publisher :
Page : 17 pages
File Size : 12,69 MB
Release : 1996
Category :
ISBN :
Author : Elizabeth Seton Harney
Publisher :
Page : 17 pages
File Size : 12,69 MB
Release : 1996
Category :
ISBN :
Author : Patricia Anne Testa
Publisher :
Page : 74 pages
File Size : 20,99 MB
Release : 1994
Category : English language
ISBN :
Author : Dawn E. Digmann
Publisher :
Page : 77 pages
File Size : 32,98 MB
Release : 2007
Category : Students
ISBN :
The demands of local, state, and national mandates on the classroom teacher became overwhelming to me. I decided that it must be possible to work towards several goals without doing several tasks. As a result, I implemented writing would affect student achievement. The study was implemented with 22 pre-calculus students during the first nine-week term of 2007-2008 school year at Benton Community Schools. Existing student attitudes towards math were assessed with a survey at the beginning of the study and reassessed at the conclusion of the study. A pretest of pre-calculus concepts was given at the beginning and at the conclusion of the study. Questions were split between skill-based questions, which required a numeric response, and conceptual-based questions, which required a numeric response, and conceptual-based questions, which required a written explanation. Students also wrote in a journal an average of two times per week. Two formal writing assignments were also given throughout the nine-week study. Results showed an increase in the number of students showing a positive attitude towards math along with an increase in student achievement. These results may be due to the implementation of writing in the mathematic curriculum.
Author : Amy L. Davis
Publisher :
Page : 92 pages
File Size : 38,40 MB
Release : 2008
Category : Mathematics
ISBN :
In my mathematics teaching experiences, I have found students encountering difficulties in successfully remembering and demonstrating all of the major concepts they have learned during the school year. Whether or not the students actually learn and remember the content is a problem numerous teachers experience. As a result, I decided to implement writing into a lower-level seventh grade math classroom to determine if writing would affect student learning. The study was implemented with sixteen lower-level seventh grade math students during the first ten weeks of the 2008-2009 school year at Northwest Junior High in the Iowa City Community School District. Pre-surveys and post-surveys were given to students to determine their attitudes toward mathematics and writing. A pretest and posttest was also administered to assess the effects writing ad on students' growth and achievement over the en week study. Students used their writing skills to explain their reasoning behind their answers. Students also wrote in a journal an average of two times per week. Results from the study showed a minimal increase in the number of students having a positive attitude towards math along with a minimal increase in student achievement. These results may be due to implementation of writing in the mathematics curriculum.
Author : Wojciech Kolc
Publisher :
Page : 60 pages
File Size : 13,31 MB
Release : 2015
Category : Mathematics
ISBN :
Writing in the subject matter is widely supported by authors and professional organizations. For example, the National Council of Teachers of Mathematics (NCTM) lists communication, including writing, as an essential part of mathematics education in their Principles and Standards for School Mathematics (2000). The NCTM also states that students can use communications with peers, teachers, and others to organize and consolidate their mathematical thinking. In addition, effective classroom communications provide students with the opportunity to review, analyze, and evaluate the mathematical thinking and strategies of others so that mathematical ideas can be expressed more precisely. Similarly, Sutton and Krueger (2003) believe that reading and writing should be combined with mathematics at all times, and go on to state that the importance of writing in the mathematics classroom cannot be overemphasized. Aside from helping students to clarify their understanding of mathematics and improve their communications skills, writing also helps students to organize their ideas and thoughts more logically so that clear and coherent conclusions can be reached. The purpose of this study was to see if doing a significant amount of writing in a high school mathematics class will improve students' understanding of mathematical concepts. More specifically, the researcher wanted to know whether students gain more confidence and reduce their math phobia if asked to write about their difficulties and challenges when solving multistep problems and word problems. Additionally, this research focused on improving students' abilities to explain their reasoning behind required procedures. This study took place in a large urban high school in Connecticut. There were 51 participants of this study, all of them enrolled in Academic Geometry classes. Historically students in an academic track have been resistant when asked to explain their thinking and have avoided any kind of word problems. This investigation focused on students' attitude in math as well as their achievement. Although this study did not show any significant increase in grades on post-tests, students in the experimental group improved their ability to explain their reasoning behind required procedures and they gained more confidence when asked to solve word problems.
Author : James M. Schofield
Publisher :
Page : 112 pages
File Size : 26,26 MB
Release : 2011
Category : Language arts
ISBN :
"Mathematics and language have been treated as two exclusive domains in education, yet a growing amount of evidence indicates that language ability correlates with mathematical achievement and that incorporating literacy in the mathematics classroom will actually enhance achievement. This thesis synthesizes research in the literature that ranges from 1980 to 2011, and contains mostly empirical studies of the relationship between literacy and mathematics. The purpose of this thesis is to analyze whether different modes of communication- reading, writing, and spoken- when incorporated in the classroom will improve mathematics achievement. Further, the different modes of communication are compared to evaluate if one mode seems to more strongly affect learning. This research shows that literacy ability has large effects on mathematics in general. Writing in the classroom may have the strongest effect on conceptual understanding. Reading seems to correlate highly with math achievement. Finally, elicited self-explanations have been shown to increase mathematical understanding."--leaf 4.
Author : Marilyn Burns
Publisher : Math Solutions
Page : 210 pages
File Size : 50,60 MB
Release : 1995
Category : Education
ISBN : 0941355136
Writing in Math Class presents a clear and persuasive case for making writing a part of math instruction. Author and master teacher Marilyn Burns explains why students should write in math class, describes five different types of writing assignments for math, and offer tips and suggestions for teachers. In her usual engaging style, Marilyn Burns tells what happened in actual classrooms when writing was incorporated into math lessons. Illustrated throughout with student work. With a foreword by Susan Ohanian.
Author : Andrew Sterrett
Publisher : MAA Press
Page : 164 pages
File Size : 24,22 MB
Release : 1990
Category : Mathematics
ISBN :
This collection of essays is an outgrowth of the widespread interest shown in sessions of contributed papers on writing given at the 1988 and 1989 Annual Meetings of the MAA. Many of the 30 authors of the essays included in this volume participated in those sessions and each has considerable experience in requiring students to write about mathematics.
Author : Candia Morgan
Publisher : Routledge
Page : 252 pages
File Size : 10,29 MB
Release : 2002-01-04
Category : Education
ISBN : 113570953X
School mathematics curricula internationally tend to emphasise problem-solving and have led to the development of opportunities for children to do maths in a more open, creative way. This has led to increased interest in 'performance-based' assessment, which involves children in substantial production of written language to serve as 'evidence' of their mathematical activity and achievement. However, this raises two important questions. Firstly, does this writing accurately present children's mathematical activity and ability? Secondly, do maths teachers have sufficient linguistic awareness to support their students in developing skills and knowledge necessary for writing effectively in their subject area? The author of this book takes a critical perspective on these questions and, through an investigation of teachers' readings and evaluations of coursework texts, identifies the crucial issues affecting the accurate assessment of school mathematics.
Author : Kisti E. Titus
Publisher :
Page : 156 pages
File Size : 27,67 MB
Release : 1999
Category : Diaries
ISBN :
Examines the effects of writing in a journal in place of traditional homework assignments to improve achievement in a fourth grade math classroom.