By Candia Morgan
University math curricula across the world are inclined to emphasize problem-solving and feature resulted in the advance of possibilities for kids to do math in a extra open, artistic approach. This had ended in elevated curiosity in 'performance-based' review, which comprises kids in large creation of written language to function 'evidence' in their mathematical task and success. in spite of the fact that, this increases vital questions. to start with, does this writing safely current children's mathematical job and talent? Secondly, do math academics have enough linguistic know-how to help their scholars in constructing abilities and information beneficial for writing successfully of their topic sector? the writer of this booklet takes a severe point of view on those questions and, via an research of teachers' readings and reviews of coursework texts, identifies the an important matters affecting the exact evaluation of college mathematics.
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Additional info for Writing Mathematically: The Discourse of 'Investigation' (Studies in Mathematics Education Series, Volume 9)
The writing is described largely in general terms as, for example, ‘expressive’ or ‘transactional’ (many of the Writing-to-Learn advocates have adopted Britton et al’s (1975) descriptors) but these categories are applied to the type of task set by the teacher rather than to the type of text produced by the students. Where those involved in the Writing-to-Learn movement have developed analyses of student texts, this has normally been for the purpose of attempting to evaluate the introduction of writing into the classroom; the method of analysis has, therefore, been closely related to the 30 Writing in the Mathematics Classroom specific aims of the curriculum development.
Claims of Benefits from Writing- to-Learn Mathematics Cognitive gains through the opportunities that writing provides for making connections between new and old learning and for organizing thought have been claimed for: writing about problem solving (Kenyon, 1989); writing about applications of mathematics (Stempien, 1990); writing summaries of work done (Mett, 1989; Meyer, 1991); responses to regular ‘writing prompts’ asking for reflection on or explanation of a recently taught topic (Miller, 1992b; Wilde, 1991).
Hoffman and Powell, 1989; Hoffman and Powell, 1992; Powell and López, 1989; Powell and Ramnauth, 1992), working with adult students from disadvantaged sections of society, draw on Freire to criticize traditional ‘chalk and talk’ methods of teaching for focusing on the subject matter rather than on the learner and see writing as a way of developing ‘critical thinking’ and hence contributing to student empowerment: As writing requires an active rather than a passive involvement of learners, this project aimed to empower students in two ways; (i) to promote students’ awareness of and facility in the use of writing as a vehicle of learning, and (ii) to put students at the centre and in control of their own learning by engaging them in reflection and critical reflection on mathematical experiences.