id: 06597645
dt: j
an: 2016d.00410
au: Yow, Jan A.
ti: “Can you tell me more?” Student journaling and reasoning.
so: Math. Teach. Middle Sch. 21, No. 2, 71-76 (2015).
py: 2015
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D43 E53 C53
ut: student journals; feedback; mathematical thinking; reasoning; teaching
methods
ci:
li: http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2015/Vol21/Issue2/%E2%80%9CCan-You-Tell-Me-More_%E2%80%9D-Student-Journaling-and-Reasoning/
ab: Summary: Journals provide a history of each student’s thinking over time
and allow this history to be easy to review. Journaling in mathematics
has been found to be a valuable tool both for students and for
teachers. Students benefit from journaling because it advances their
mathematical understanding and ability to communicate in mathematics;
teachers benefit by reading students’ written thoughts, a resource
that is not readily available, and by engaging with students through
written feedback. In this article, the author sought to use journaling
to further develop reasoning and sense making through teacher and
student responses to each other in journals. In so doing, the author
also wanted to promote students’ critiques of one another’s
thinking and written mathematical discourse. (ERIC)
rv: