Categorization and analysis of explanatory writing in mathematics

• Autores: TracyS. Craig
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 42, Nº. 7, 2011, págs. 867-878
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.