Problem solving, writing activities, attitudes, achievement, action research
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.
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Master of Arts (M.A.)
College of Education
Teaching and Learning Principles
K-8 Mathematics and Science Education
Length of Campus-only Access
Masters Thesis (Open Access)
Culbert, Kelly, "Effects Of Integrating Writing Activities On Students' Attitudes And Achievement In Problem Solving: An Action Research Study" (2005). Electronic Theses and Dissertations, 2004-2019. 301.