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ERIC Number: EJ1126036
Record Type: Journal
Publication Date: 2016-Dec-26
Pages: N/A
Abstractor: As Provided
ISSN: EISSN-1554-8244
Designing High-Impact "Writing-to-Learn" Math Assignments for Killer Courses
Elder, Cristyn L.; Champine, Karen
Across the Disciplines, v13 n4 Dec 2016
The body of literature on a Writing-to-Learn (WTL) approach in math courses offers up a variety of assignment types from which to choose. However, few of these articles provide empirical evidence on the ways these writing assignments contribute to students' learning. This mixed-methods study, conducted at the University of New Mexico, a Hispanic-Serving Institution, examines the effect of WTL assignments on students' success in two "killer courses": a Survey of Math class for non-STEM majors and a Calculus I class for STEM majors. While the quantitative results did not prove statistically significant, the qualitative results suggest that high-impact assignments are those that ask students to focus on procedural knowledge, or analyzing the process, rather than simply solving for the right answer.
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Publication Type: Journal Articles; Reports - Research; Guides - Classroom - Teacher
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Mexico
Grant or Contract Numbers: N/A