id: 05760130
dt: j
an: 2011a.00400
au: Yang, Der-Ching
ti: Developing number sense through mathematical diary writing.
so: Aust. Prim. Math. Classr. 10, No. 4, 9-14 (2005).
py: 2005
pu: Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
la: EN
cc: D42 D43
ut: symbols; problem solving; communication skills; elementary school
mathematics; diaries; journal writing; teaching methods; writing in the
mathematics classroom; numeracy; number concepts
ci:
li: http://www.aamt.edu.au/Professional-learning/Journals/Journals-Index/Australian-Primary-Mathematics-Classroom2/APMC-10-4-9
ab: Summary: The author advocates for writing as an essential communication
skill for learning mathematics. Mathematical diary writing is cited as
a good way for students to privately represent their thinking through
pictures, language, or symbols, and also as a channel for children to
communicate with themselves and with their teachers. Cited research
demonstrates that diary writing also has benefits for teaching and
learning by nurturing number sense, helping teachers investigate
childrenâ€™s understanding and feelings about lessons, and giving
children a way to formulate their thinking. The author contends that
children need to use their own ways to explain what they learn in
class, and that mathematical diary writing promotes childrenâ€™s
problem solving ability through explaining their ideas. (Contains 3
figures.) (ERIC)
rv: