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ERIC Number: ED453552
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 45
Abstractor: N/A
Reference Count: N/A
An Emergentist Model for Writing in Mathematics.
Hoh, Pau-San; Kirtland, Joe
In spite of the widespread implementation of Writing Across the Curriculum (WAC), there remains little concrete evidence of the writing-thinking connection. This paper proposes a new research method that tracks students' performance and production at a deeper level of specificity than that in previous investigations of this relationship, e.g., in process studies. The method involves comparative text analyses of students' drafts along key conceptual dimensions as measured through their linguistic indicators (reference, syntax, modality). In the past, linguistic indicators have often been treated as isolated sentence-level errors. In contrast, the proposed analytical method--based on emergentist/connectionist approaches in the cognitive sciences--shows how these elements function in concert to demonstrate student's developmental paths. The results were obtained from freshman writing-mathematics course clusters emphasizing revision in academic and professional writing. Assignments included feasibility studies on identification number systems and research papers proposing mathematical solutions to real-world problems. Text analyses were conducted of all drafts generated, yielding detailed profiles of individual student's difficulties at each phase of the writing and conceptualizing process. Contains 38 references, and 6 tables and 4 charts of data. (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A