Fostering College Students' Autonomy in Written Mathematical Justification

Autor/inn/en	Hauk, Shandy; Isom, Matthew A.
Titel	Fostering College Students' Autonomy in Written Mathematical Justification
Quelle	In: Investigations in Mathematics Learning, 2 (2009) 1, S.49-78 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
Schlagwörter	Writing Assignments; Locus of Control; College Mathematics; Writing Exercises; Algebra; Mathematics Instruction; College Students; Investigations; Problem Solving; Pretests Posttests; Personal Autonomy + Suchen Sie Ihr Suchwort? Schreibübung; Mathematics lessons; Mathematikunterricht; Collegestudent; Untersuchung; Problemlösen; Individuelle Autonomie
Abstract	This study investigated the influence of regular structured writing about problem solving on college algebra students' locus of control, flexibility of articulation, and accuracy in responding to written problem tasks. The writing assignments, acronym PSOLVE, provided students a framework for expressing their thoughts about mathematical actions, processes, structures, and language. Given that augmenting traditional college algebra classes with the PSOLVE writing assignments resulted in statistically significantly higher scores on routine problems on the common posttest (p less than 0.05), we examined PSOLVE and non-PSOLVE students' written mathematical justifications in response to mildly non-routine short-answer items on the same posttest. PSOLVE students posttest explanations were clear and mathematically consistent. The PSOLVE writing assignment appears to be a useful support for growth of declarative and procedural knowledge as well as an effective conduit for the instructor to gain insight into students' thinking. We discuss potential benefits of the PSOLVE augmentation for the development of research and practice in college mathematics teaching. (As Provided).
Anmerkungen	Research Council on Mathematics Learning. Web site: http://www.unlv.edu/RCML
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10