id: 06618943
dt: j
an: 2016e.00408
au: Jaafar, Reem
ti: Writing-to-learn activities to provoke deeper learning in calculus.
so: PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 26, No. 1, 67-82
(2016).
py: 2016
pu: Taylor \& Francis, Philadelphia, PA
la: EN
cc: D45 I15
ut: calculus; writing-to learn mathematics; community college
ci:
li: doi:10.1080/10511970.2015.1053642
ab: Summary: For students with little experience in mathematical thinking and
conceptualization, writing-to-learn activities (WTL) can be
particularly effective in promoting discovery and understanding. For
community college students embarking on a first calculus course in
particular, writing activities can help facilitate the transition from
an “apply the formula” approach to problem-solving, to a
“conceptual understanding of the formula” to initiate mathematical
knowledge-building. Community college students face several common
challenges in a beginning calculus course, including difficulties using
mathematical notation, applying theorems, and understanding the
language of proof. Several WTL assignments are discussed, ranging from
low-stakes assignments to more formal assignments with a chance for
revision, which effectively addressed these difficulties. Samples of
students’ work are presented to highlight the learning objectives
different writing tasks help attain, student’s understanding of
concepts, and the benefits of frequent, low-stakes writing assignments.
An analysis of individual students’ work shows that WTL activities
not only help students cement mathematical knowledge, deepen
understanding, and develop appreciation for the rigor and concision of
mathematical language, but also enable them to develop learning habits
essential to their success in any field.
rv: