ERIC Number: EJ852094
Record Type: Journal
Publication Date: 2004
Abstractor: As Provided
Reference Count: 23
Using Journal Writing to Explore "They Communicate to Learn Mathematics and They Learn to Communicate Mathematically"
Lim, Louis; Pugalee, David K.
Ontario Action Researcher, v7 n2 Article 2 2004
Recent results from the Education Quality and Accountability Office (EQAO)'s grade 9 applied mathematics assessment found that students are experiencing difficulty with the Ontario curriculum, specifically with written communication. Action research was conducted during the second semester of 2003/04 in a grade 10 applied mathematics class to determine the effects of journal writing on students' learning of mathematics. Entries reveal that students' written expression improved and they were able to consolidate their learning through reflective writing. Further, this study supports Black and Wiliam's (1998) claim that formative feedback can improve student achievement. The paper concludes with the impact of action research on both researchers. (Contains 4 figures.)
Descriptors: Journal Writing, Action Research, Foreign Countries, Grade 9, Grade 10, High School Students, Mathematics Education, Expository Writing, Student Attitudes, Student Journals, Portfolio Assessment, Formative Evaluation
Nipissing University. 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7 Canada. Tel: 705-474-3450; e-mail: email@example.com; Web site: http://www.nipissingu.ca/oar
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 9
Authoring Institution: N/A
Identifiers - Location: Canada