NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1030772
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
Reference Count: 2
ISSN: ISSN-1051-1970
Writing to Promote and Assess Conceptual Understanding in College Algebra
Gay, A. Susan; Peterson, Ingrid
PRIMUS, v24 n7 p637-646 2014
Concept-focused quiz questions required College Algebra students to write about their understanding. The questions can be viewed in three broad categories: a focus on sense-making, a focus on describing a mathematical object such as a graph or an equation, and a focus on understanding vocabulary. Student responses from 10 classes were analyzed. Students' writing provided insight into misunderstandings they had about linear and quadratic equations and systems of linear equations and difficulties using correct mathematical vocabulary. Instructors can use this type of information, which may be undetected with other forms of assessment, to make instructional decisions that meet students' needs.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A