Keywords

Problem solving, writing activities, attitudes, achievement, action research

Abstract

This action research study investigated my practice of using writing activities in the mathematics classroom. The study was conducted to determine the effect of integrating writing with mathematics on students' achievement in, and attitudes towards problem solving, and the relationship between students' attitudes and their achievement in problem solving. The study was conducted over a six-week period. Students participated in daily problem solving activities. Data were collected using a problem solving themed writing rubric for evaluating student journal responses, anecdotal records, and using a pre- and posttest problem solving attitude inventory. In this study, students demonstrated overall increased mathematical knowledge, strategic knowledge, and abilities to explain their procedures. In addition, all three data-collection instruments demonstrated students' positive attitudes toward problem solving. Moreover, evaluation of the data sources illustrated a relationship between students' performance and attitudes. The study suggested that writing about mathematics is beneficial to students' achievement and attitudes toward problem solving.

Notes

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Graduation Date

2005

Semester

Spring

Advisor

Ortiz, Enrique

Degree

Master of Arts (M.A.)

College

College of Education

Department

Teaching and Learning Principles

Degree Program

K-8 Mathematics and Science Education

Format

application/pdf

Identifier

CFE0000435

URL

http://purl.fcla.edu/fcla/etd/CFE0000435

Language

English

Release Date

May 2005

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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