Effects of Frequent Transitional Writing on Skill Level of Eighth-grade Math Students PDF Download
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Author: Sandy Smith
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages : 32
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Book Description
Author: Sandy Smith
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages : 32
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 178
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Book Description
Author: Stephanie Kyle Bunty
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 120
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Book Description
Author: Amy L. Davis
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 92
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Book Description
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: Tracey Rogers
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 88
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Author: Nicole R. Clark
Publisher:
ISBN:
Category : Diaries
Languages : en
Pages : 130
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Author: Demetrice A. Jennings
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages : 156
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Author: Wendell Arthur Meeks
Publisher:
ISBN:
Category :
Languages : en
Pages : 166
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Author: Barbara R. Greer
Publisher:
ISBN:
Category : Dissertations
Languages : en
Pages : 202
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Book Description
This study examined the effects of three different types of writing prompts, procedural, summary, and self-monitoring, on achievement and self-concept of ability in mathematics. Participants included 81 eighth grade students taking a course designed to prepare students for algebra in the ninth grade in a large urban school district in Southern California. Data were gathered using a quasi-experimental design, teacher-researcher created pre-and post-tests, the Minnesota Mathematics Attitude Inventory, teacher field notes, student responses to prompts, and individual and group interviews. Controlling for demographic and other variables identified in the study, simultaneous regression analysis revealed that only summary writing had a significant positive association at the .05 significance level on achievement and no type of prompt was associated with changes in self-concept of ability. Self-concept of ability, however, was found to have a small, positive association with achievement gain. Qualitative analysis revealed several themes, including resistance to writing, elaboration, writing as a reference, grading student writing, the inability to express thoughts when understanding is limited, and writing and remembering. Student self-reports revealed complex relationships between content, instruction, achievement, attitude, and writing. While procedural prompts were preferred by most students, all three types of prompts were found useful by students at different times during the study. The teacher-researcher concluded that the nature of the content and the level of students' understanding should be considered when selecting the type of writing prompt to complement instruction in mathematics at any given time. Different types of prompts "fit" the content and level of students' understanding better than others. Prompts must be purposefully selected to focus students' attention on the type(s) and level of knowledge required by the curriculum. In addition, students who are struggling with understanding a concept or mastering a skill may benefit more from being able to identify and express their understanding and confusions through self-monitoring than through more informational types of writing. Instruction in and use of a variety of carefully selected prompts in mathematics may give students and teachers an effective alternative to assigning more problems without increasing teacher workload and increasing opportunities for students to gain access to the content.
