
05760130
j
2011a.00400
Yang, DerChing
Developing number sense through mathematical diary writing.
Aust. Prim. Math. Classr. 10, No. 4, 914 (2005).
2005
Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
EN
D42
D43
symbols
problem solving
communication skills
elementary school mathematics
diaries
journal writing
teaching methods
writing in the mathematics classroom
numeracy
number concepts
http://www.aamt.edu.au/Professionallearning/Journals/JournalsIndex/AustralianPrimaryMathematicsClassroom2/APMC1049
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 children'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 children's problem solving ability through explaining their ideas. (Contains 3 figures.) (ERIC)