"Can You Tell Me More?" Student Journaling and Reasoning

Autor/in	Yow, Jan A.
Titel	"Can You Tell Me More?" Student Journaling and Reasoning
Quelle	In: Mathematics Teaching in the Middle School, 21 (2015) 2, S.71-76 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Student Journals; Feedback (Response); Thinking Skills; Communication Skills; Teacher Student Relationship; Comprehension; Mathematics Teachers; Middle School Students; Graphs + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Studentenzeitung; Denkfähigkeit; Kommunikationsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Verstehen; Verständnis; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Grafische Darstellung
Abstract	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 (Albert and Antos 2000). In this article, the author sought to use journaling to further develop reasoning and sense making (CCSSI 2010; NCTM 2010, 2014) 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).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01