Literaturnachweis - Detailanzeige
Autor/inn/en | Elder, Cristyn L.; Champine, Karen |
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Titel | Designing High-Impact "Writing-to-Learn" Math Assignments for Killer Courses |
Quelle | In: Across the Disciplines, 13 (2016) 4
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1554-8244 |
Schlagwörter | Leitfaden; Unterricht; Lehrer; Content Area Writing; Mathematics Instruction; Writing Assignments; Evidence; Mixed Methods Research; College Students; Hispanic American Students; Nonmajors; Majors (Students); STEM Education; Calculus; Statistical Significance; Mathematics Achievement; Achievement Gains; Problem Solving; Mathematics Skills; Introductory Courses; Writing Attitudes; Hypothesis Testing; Scaffolding (Teaching Technique); New Mexico Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Schriftliche Übung; Mathematics lessons; Mathematikunterricht; Evidenz; Collegestudent; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; STEM; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Problemlösen; Mathematics ability; Einführungskurs; Hypothesenprüfung; Hypothesentest |
Abstract | The body of literature on a Writing-to-Learn (WTL) approach in math courses offers up a variety of assignment types from which to choose. However, few of these articles provide empirical evidence on the ways these writing assignments contribute to students' learning. This mixed-methods study, conducted at the University of New Mexico, a Hispanic-Serving Institution, examines the effect of WTL assignments on students' success in two "killer courses": a Survey of Math class for non-STEM majors and a Calculus I class for STEM majors. While the quantitative results did not prove statistically significant, the qualitative results suggest that high-impact assignments are those that ask students to focus on procedural knowledge, or analyzing the process, rather than simply solving for the right answer. (As Provided). |
Anmerkungen | WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |