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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ452053
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0021-8251
Teacher Benefits from Using Impromptu Writing Prompts in Algebra Classes.
Miller, L. Diane
Journal for Research in Mathematics Education, v23 n4 p329-40 Jul 1992
This study examined the benefits to teachers who used impromptu writing prompts in first- and second-year algebra classes. Interpretive research methodology was used to collect and analyze data. Concluded that teachers' assessment of students' understanding was enhanced by reading their students' responses to impromptu writing prompts, thus affecting their instructional practices. (MDH)
Descriptors: Action Research, Algebra, Cognitive Development, Cognitive Measurement, Cognitive Processes, Content Area Writing, High Schools, Learning Activities, Mathematics Achievement, Mathematics Education, Mathematics Instruction, Teaching Methods, Writing Across the Curriculum, Writing Exercises
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A