Abstract
Mathematics educators around the world have been addressing ways of using writing as a tool in mathematics classes. However there has been little systematic effort to establish a paradigm examining the effectiveness of particular activities. In this study, clinical methods were used to examine the effects of using certain writing activities. Prewriting, such as modelling or prompts, was seen to be essential. Regular, systematic writing over an extended period improved the students’ performance in, and attitude towards, mathematics. Such promising results from classrooms will need to be validated under more generalisable conditions.
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Davison, D., Pearce, D. Perspectives on writing activities in the mathematics classroom. Math Ed Res J 2, 15–22 (1990). https://doi.org/10.1007/BF03217209
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DOI: https://doi.org/10.1007/BF03217209