The effects of mathematical writing on problem solving of junior high school students

• Main Authors: Pi-Hua Chuang, 莊璧華
• Other Authors: 張郁雯
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/32812090682932365532

碩士 === 國立台北師範學院 === 國民教育學系碩士班 === 93 === The purpose of this study was to investigate the effects of mathematical writing on problem solving. Based on literature review on mathematical writing and problem solving processes, an experimental research with implementation of mathematical writing activities for 7th graders was conducted. Three kinds of mathematical writing activities: math exchange journals, writing prompts, and introspective experts were used. The subjects were comprised of 78 students from two classes at San-Ho Junior High School located in Taipei County. “Integrated mathematical writing curriculum” and traditional mathematical curriculum were administered to a treatment and a control group separately. Each group consisted of 39 subjects. Both classes were taught by the author for five months. An ANOCOVA analysis on the performances on “7th grader mathematical problem solving test” was carried out with score on junior high school mathematical intelligence scale (version III) as a covariate. In addition, students’ responses on mathematical attitude survey were collected to assess students’ attitudes toward mathematical writing and math. The results found as followings: 1. Mathematical writing integrated instruction significantly improved students’ problem solving ability. 2. The improvement was evident in two of the four problem solving processes: process of solving operation and of evaluative discussion, though there was no difference between two groups in the process of problem understanding and of approach planning. 3. Sex difference was found in the effects of mathematical writing on problem solving. There was a noticeable effect for female student, but no improvement for male students. 4 The effects of mathematical writing on problem solving were the same for students of different mathematical aptitudes 5. Students’ attitude toward mathematical writing was generally positive. 6. Students in experimental group felt mathematical writing activities could improve their math score as well as language express ability.