ERIC Number: EJ1126036
Record Type: Journal
Publication Date: 2016-Dec-26
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1554-8244
EISSN: N/A
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.
Descriptors: Content Area Writing, Mathematics Instruction, Writing Assignments, Evidence, Mixed Methods Research, College Students, Hispanic American Students, Nonmajors, Majors (Students), STEM Education, Calculus, Statistical Significance, Mathematics Achievement, Achievement Gains, Problem Solving, Mathematics Skills, Introductory Courses, Writing Attitudes, Hypothesis Testing, Scaffolding (Teaching Technique)
WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
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