This study analyzed 49 formal mathematical reports written by secondary students to develop a coding scheme for categorizing the mathematical content. The coding scheme allowed the researchers to classify statements as indicating lower-level or higher-level knowledge structures. The key findings were that most statements indicated lower-level knowledge structures, the mathematics was mostly algorithmic and methodological, higher-level structures were often textbook-based, and justification was absent from most reports. The researchers aim to provide insight into students' mathematical writing to help improve learning through writing.
A Genre-Based Approach To The Teaching Of Report-WritingBrooke Heidt
This document discusses using a genre-based approach to teach report writing to students learning English for specific purposes. It describes analyzing the structure of report genres to identify the key components and rules. The document outlines how a program was developed to provide structured feedback on student reports based on these genre conventions. The program standardized the feedback and ensured it addressed all necessary elements. This approach aimed to both teach students report writing structures and facilitate scientific thinking.
An Empirical Research On Schema Theory Based Teaching Of The Continuation Tas...Kristen Carter
This document describes an empirical research study that investigated the effects of using schema theory-based instruction in teaching continuation tasks to Chinese senior high school students. The study involved two groups of students - an experimental group that received schema theory-based instruction and a control group that received traditional instruction. Both groups completed pre- and post-tests to assess the effects on their overall writing ability, lexical richness, syntactic complexity, and semantic coherence. Statistical analysis found significant differences between the two groups, suggesting that the schema theory-based approach was effective in improving students' writing skills. The study provides insights into how to better teach continuation tasks and applying schema theory to writing instruction.
This document provides summaries of different research study designs by briefly describing examples of each design type. The designs included are: experimental, correlational, survey, grounded theory, ethnographic, narrative research, mixed methods, and action research. For each example a few key details are given such as the research topic, methodology used, and findings or purpose of the study to illustrate how it fits the particular design classification.
This document provides an introduction and overview of the Progressions for the Common Core State Standards in Mathematics. It summarizes the key influences on the development of the Standards, including the structure of mathematics, large-scale comparative studies of educational systems, research on children's learning trajectories, and other research on cognition and learning. It describes the organization of topics in the Standards and how they have been conceptualized based on these influences.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
The project requires that you research a topic that is connected to .docxstandfordabbot
The project requires that you research a topic that is connected to the content that we have studied in the class. Using five resources (journal, academic website, google scholar, etc.) published from 2011-2017, you will create an annotated bibliography that includes an introduction to the topic and a conclusion.
o Introduction: Discuss the topic, why it is of interest to you, and how it relates to this class.
o Annotated Bibliography: Include one per resource. You may use the following structure for each. If a website or online journal entry include the link. Use APA style when creating the reference.
o Conclusion: Summarize the articles and discuss what you learned through the articles. How will you use this information in the future.
Introduction
Annotated Bibliography for EDFN 645 Paper
Reference (Resource) 1:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 2:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 3:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 4:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 5:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Conclusion
subjects.
WHAT STUDY STRATEGIES HELP
STUDENTS LEARN?
How are you reading this book? Are you underlining or highlighting key sentences? Are you taking
notes or summarizing? Are you discussing the main ideas with a classmate? Are you putting
the book under your pillow at night and hoping the information will somehow seep into your
mind? Students have used these and many other strategies ever since the invention of reading, and
such strategies have been studied almost as long. Even Aristotle wrote on the topic. Yet educational
psychologists are still debating which study strategies are most effective.
Research on effective study strategies is confusing at best. Few forms of studying are found
to be always effective, and fewer still are never effective. Clearly, the value of study strategies depends
on their specifics and on the uses to which they are put (Schunk, 2012). A generalization
about effective study strategies is that effective methods involve learners in reshaping the information,
not just rereading (Callender & McDaniel, 2009) or highlighting without consciously choosing
the most important information to highlight. Research on the most common study strategies
is summarized in the following sections.
Practice Tests
Perhaps the most effective study strategy is taking practice tests aligned with the real test to come.
Test taking, especially when tests require construc.
Assessing Multiplicative Thinking Using Rich TasksMaria Perkins
The document describes the development of a learning and assessment framework to evaluate students' multiplicative thinking skills in Years 4 to 8. Researchers designed rich assessment tasks and administered them to nearly 3,500 students. The tasks were based on an initial hypothetical learning trajectory identified from the literature. Student response data were used to refine the tasks, scoring rubrics, and a final learning and assessment framework consisting of nine levels of increasing complexity in multiplicative thinking. Sample assessment tasks, such as a multi-part "Butterfly House" problem, and corresponding scoring rubrics are provided as illustrations.
A Genre-Based Approach To The Teaching Of Report-WritingBrooke Heidt
This document discusses using a genre-based approach to teach report writing to students learning English for specific purposes. It describes analyzing the structure of report genres to identify the key components and rules. The document outlines how a program was developed to provide structured feedback on student reports based on these genre conventions. The program standardized the feedback and ensured it addressed all necessary elements. This approach aimed to both teach students report writing structures and facilitate scientific thinking.
An Empirical Research On Schema Theory Based Teaching Of The Continuation Tas...Kristen Carter
This document describes an empirical research study that investigated the effects of using schema theory-based instruction in teaching continuation tasks to Chinese senior high school students. The study involved two groups of students - an experimental group that received schema theory-based instruction and a control group that received traditional instruction. Both groups completed pre- and post-tests to assess the effects on their overall writing ability, lexical richness, syntactic complexity, and semantic coherence. Statistical analysis found significant differences between the two groups, suggesting that the schema theory-based approach was effective in improving students' writing skills. The study provides insights into how to better teach continuation tasks and applying schema theory to writing instruction.
This document provides summaries of different research study designs by briefly describing examples of each design type. The designs included are: experimental, correlational, survey, grounded theory, ethnographic, narrative research, mixed methods, and action research. For each example a few key details are given such as the research topic, methodology used, and findings or purpose of the study to illustrate how it fits the particular design classification.
This document provides an introduction and overview of the Progressions for the Common Core State Standards in Mathematics. It summarizes the key influences on the development of the Standards, including the structure of mathematics, large-scale comparative studies of educational systems, research on children's learning trajectories, and other research on cognition and learning. It describes the organization of topics in the Standards and how they have been conceptualized based on these influences.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
The project requires that you research a topic that is connected to .docxstandfordabbot
The project requires that you research a topic that is connected to the content that we have studied in the class. Using five resources (journal, academic website, google scholar, etc.) published from 2011-2017, you will create an annotated bibliography that includes an introduction to the topic and a conclusion.
o Introduction: Discuss the topic, why it is of interest to you, and how it relates to this class.
o Annotated Bibliography: Include one per resource. You may use the following structure for each. If a website or online journal entry include the link. Use APA style when creating the reference.
o Conclusion: Summarize the articles and discuss what you learned through the articles. How will you use this information in the future.
Introduction
Annotated Bibliography for EDFN 645 Paper
Reference (Resource) 1:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 2:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 3:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 4:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 5:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Conclusion
subjects.
WHAT STUDY STRATEGIES HELP
STUDENTS LEARN?
How are you reading this book? Are you underlining or highlighting key sentences? Are you taking
notes or summarizing? Are you discussing the main ideas with a classmate? Are you putting
the book under your pillow at night and hoping the information will somehow seep into your
mind? Students have used these and many other strategies ever since the invention of reading, and
such strategies have been studied almost as long. Even Aristotle wrote on the topic. Yet educational
psychologists are still debating which study strategies are most effective.
Research on effective study strategies is confusing at best. Few forms of studying are found
to be always effective, and fewer still are never effective. Clearly, the value of study strategies depends
on their specifics and on the uses to which they are put (Schunk, 2012). A generalization
about effective study strategies is that effective methods involve learners in reshaping the information,
not just rereading (Callender & McDaniel, 2009) or highlighting without consciously choosing
the most important information to highlight. Research on the most common study strategies
is summarized in the following sections.
Practice Tests
Perhaps the most effective study strategy is taking practice tests aligned with the real test to come.
Test taking, especially when tests require construc.
Assessing Multiplicative Thinking Using Rich TasksMaria Perkins
The document describes the development of a learning and assessment framework to evaluate students' multiplicative thinking skills in Years 4 to 8. Researchers designed rich assessment tasks and administered them to nearly 3,500 students. The tasks were based on an initial hypothetical learning trajectory identified from the literature. Student response data were used to refine the tasks, scoring rubrics, and a final learning and assessment framework consisting of nine levels of increasing complexity in multiplicative thinking. Sample assessment tasks, such as a multi-part "Butterfly House" problem, and corresponding scoring rubrics are provided as illustrations.
A New Model For Adult Literacy Education Technology-Based Concept Mapping In...April Knyff
This document discusses a new model for adult literacy education and GED preparation that utilizes technology-based concept mapping. It proposes that concept maps can help GED students learn in a more meaningful way aligned with the Theory of Meaningful Learning. The model involves students creating personal knowledge models by developing their own concept maps, with teacher guidance using expert knowledge models and scaffold maps. Frequent feedback is provided to help students improve their knowledge structures. The goal is to better prepare students for the more rigorous 2014 version of the GED tests and support their academic achievement through meaningful learning with concept maps.
A Computer-Based Approach For Deriving And Measuring Individual And Team Know...Angie Miller
This document describes a computer-based approach for deriving knowledge structure from essay questions. Researchers had undergraduate students complete a multiple-choice exam and essay question after a management course. Essays were analyzed using natural language processing software to create network representations of students' knowledge structures. These computer-generated networks were compared to expert networks and human essay scores. The linear aggregation approach, which considered concepts across sentences, produced network representations that correlated better with human scores than the sentence-wise approach. This new approach provides an objective method for measuring individual and group knowledge structures from essays.
Name QC#7Date Question of the WeekPositive Asp.docxgilpinleeanna
Name: QC#7Date:
Question of the Week:
Positive Aspects:
Interesting Aspects:
Negative Aspects:
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same ...
1 Effects Of A Job Shadowing Assignment On WritingCharlie Congdon
This study evaluated the impact of a job shadowing assignment on students' writing skills. Students in an upper-level business writing course were split into a control group and an experimental "shadow" group. Both groups wrote essays describing their dream job before and after the assignment. The shadow group arranged to shadow a professional in their dream field for 4+ hours, then wrote a report. Both groups' essays were scored using rubrics. While overall scores did not significantly differ, the shadow group showed improvement from pre- to post-test, whereas the control group's scores remained stable. The assignment provided meaningful context and experience to strengthen students' writing through repetition and feedback.
This document analyzes 14 mathematics textbooks written for prospective elementary school teachers. It finds that while the textbooks cover similar topics at a high level, they vary widely in depth of coverage, approaches, and organization of content. The document analyzes the textbooks in depth on three topics - fractions, multiplication, and reasoning/proof - to identify similarities and differences in how each textbook introduces, explains, and connects ideas within and across these topics. The analysis aims to understand how textbook content may influence what is taught in the mathematics courses for elementary teachers.
This document describes a study that developed an argument-map-based chemistry workbook to teach thermochemistry concepts in Indonesia. The workbook presented chemistry content argumentatively and had students create argument maps to develop critical thinking skills. A quasi-experiment compared the workbook to a conventional textbook. Results showed students who used the workbook scored higher on a critical thinking skills test and teachers and students responded positively, hoping to use the approach for other topics. The workbook was found to help teachers manage classes easily and engage students in interesting, conductive learning processes.
Assessment Of Students Argumentative Writing A Rubric DevelopmentSophia Diaz
The document discusses the development of a rubric to assess students' argumentative writing skills. It presents the results of a study that aimed to empirically develop an analytical rubric to evaluate students' achievement of learning outcomes for writing argumentative essays. The study involved 145 students who wrote argumentative essays as part of their final exam. The researchers developed criteria to assess various elements of the essays and tested the rubric's ability to reliably score the students' work and provide feedback on their writing skills. The results suggested the rubric was effective at evaluating students' achievement of learning outcomes and supported the use of genre-specific rubrics to improve student performance through constructive feedback.
This interactive session addresses the question “How do the Common Core State Standards affect college faculty and administrators?” The presenters provide an overview of the Common Core State Standards in Literacy, Mathematics, and the Next Generation Science Standards. A panel of teachers share from their experience using these standards in their classrooms. The session supports a rich discussion with participants regarding implications for community colleges in terms of student placement, teaching practices, and articulation with high schools.
Presented at the Statewide Collaboration of Early & Middle Colleges & Dual Enrollment Programs on Friday, January 31, 2014
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/MiddleCollegeHighSchool/DualEnrollmentSummit.aspx
Presenters:
Dr. Erin Craig, Principal, NOVA Academy Early College High School, Santa Ana, CA
Dr. April Moore, Principal, JFK Middle College High School, Norco, CA
Sarah Calloway, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Suena Chang, Teacher, JFK Middle College High School, Norco, CA
Katy McGillivary, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Academic Essay Writing As Imitative Problem Solving Examples From Distance L...Wendy Hager
The document summarizes a study that analyzed 22 academic essays written by Open University students in the UK. The study aimed to understand how students use source texts to write essays. It mapped the order that novel concepts were introduced in the student essays against the order in the source textbooks. It found high correlations between 0.8 and 0.98, demonstrating students closely imitated the argument structure of the source texts. This suggests students used a form of "imitative problem solving" when writing essays, relying heavily on the structure and content of the source materials provided.
1. The document describes an investigation into improving year 7 students' reading comprehension of inference and deduction through structured learning strategies.
2. A control group was selected to reflect average ability and needs, and their responses to reading Frankenstein were assessed. Other subject teachers incorporated themes from Frankenstein into their lessons.
3. The results of assessments given after this cross-curricular teaching are analyzed to evaluate the effectiveness of the learning strategies in improving students' inferential reading skills.
The document outlines a school-wide literacy lesson plan that incorporates research-based strategies to improve literacy at Cleveland High School. It identifies the school's need to explicitly teach reading and writing strategies. It summarizes 15 strategies from research articles to incorporate into literacy instruction, such as direct comprehension instruction, collaborative learning, and formative assessment. The plan provides an example mathematics lesson on solving quadratics that applies these strategies, such as creating a list of what students know and need to know, and having students work together to complete problems.
Development and Evaluation of Concept Maps as Viable Educational Technology t...paperpublications3
Abstract: This study had developed and evaluated concept maps as viable educational technology to facilitate learning and assessment. The development process concluded upon establishing validity and reliability. These maps were classified into two: concept maps to facilitate learning; and, fill-in-the-maps to facilitate assessment. A one group pre-test-posttest pre-experimental design was employed. Fill-in-the-maps were utilized for unit pre-tests and posttests. Complete concept maps were used to facilitate learning. For midterm examination, students were given composition as basis for constructing concept map. For final examination, students were provided concept maps to write their own composition. Rubrics were used to assess students’ outputs. z-test for correlated means showed significant increases of Mean Percentage Score (MPS) from pre-test to posttest. The overall posttest result was correlated with those of objective, fill-in-the-map, map construction and composition writing. Significant correlations were observed. Results accentuated that concept maps can be developed and evaluated to facilitate learning and assessment.
Article Writing Assignments With A Metacognitive Component Enhance Learning I...Fiona Phillips
This document describes two writing assignments used in a large introductory biology course to enhance student learning: exam corrections and peer-reviewed writing assignments using Calibrated Peer Review (CPR). The study found that students who corrected exam questions showed significant improvement on subsequent assessments compared to students who did not participate. Students also scored higher on topics learned through the CPR writing assignments than through classroom discussion or lecture. However, students with lower ACT scores did not benefit as much from the CPR assignments. The writing assignments promoted metacognition and higher-order thinking skills.
Authentic Tasks And Mathematical Problem SolvingJim Webb
This document discusses authentic tasks in mathematical problem solving and their role in developing mathematical literacy. It describes four key dimensions of authentic tasks: thinking and reasoning, discourse, mathematical tools, and attitudes and dispositions. Each of these dimensions supports meaningful learning and prepares students to solve everyday problems. The document provides examples of lessons and programs that incorporate these dimensions through real-world, problem-based activities.
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ectin.docxmattinsonjanel
This document summarizes a study that examined the use of learning journals among non-traditional computer technology students. The study reviewed journals from 20 students over multiple semesters. Results suggest that while learning journals can facilitate critical reflection, non-traditional students are more skeptical of the assignment and more likely to use journals as a study tool rather than for reflection. The implication is that student perception of assignments can impact the goal of developing reflective thinking, stressing the need to account for student perception in studies of learning journals.
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ectin.docxssuserf9c51d
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same class; each had over 100 students. Sub-
sequent to the class, students were interviewed to provide further eluci ...
Tutorial on qualitative approaches to learning analytics given by Rebecca Ferguson of The Open University UK at the Learning Analytics Summer Institute (LASI) run by the Society for Learning Analytics Research (SoLAR) at the University of British Columbia (UBC) in Vancouver, Canada, on 17 June 2019
An Instrument For Assessing Writing-IntensiveDaniel Wachtel
This document describes the development of an instrument to assess writing-intensive physics laboratory reports at the University of Cape Town. The instrument aims to evaluate reports based on both technical scientific content and quality of written communication. It was designed for use by physics tutors who typically focus only on scientific procedures. The instrument provides detailed criteria to allow for objective assessment of coherence, language use, and meaningful communication in the reports.
An Instrument For Assessing Writing-Intensive Physics Laboratory ReportsDawn Cook
This document describes the development of an assessment instrument for evaluating writing-intensive physics laboratory reports at the University of Cape Town. The instrument was designed to assess both the scientific and communicative aspects of the reports in a standardized and objective manner. It consists of a mark schedule with criteria in two sections - the scientific experiment aspects and coherence of the report. It also includes a coherence rating scale to evaluate how well the different sections of the report are linked together. The goal of the instrument is to provide meaningful feedback to students and consistency between tutors when grading the large number of reports.
The document discusses offensive speech and the FBI's priority to protect citizens from hate crimes and terrorism. While the First Amendment protects free speech, the government's view of offensive speech has evolved over time. Courts play a key role in protecting free speech from government overregulation based on interpreting the First Amendment.
How To Write An Opinion Essay Essay TigersMonica Waters
This document discusses HR recruitment practices for hiring employees. It explains that HR recruitment was originally used primarily by large corporations but is now common for many ordinary companies as well. The needs of HR recruitment in organizations have changed in recent years, and the process now exists in most organizations to improve efficiency. The recruitment system is at the heart of every business, so ensuring consistency at every level is important to enhance effectiveness in hiring and retention.
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A New Model For Adult Literacy Education Technology-Based Concept Mapping In...April Knyff
This document discusses a new model for adult literacy education and GED preparation that utilizes technology-based concept mapping. It proposes that concept maps can help GED students learn in a more meaningful way aligned with the Theory of Meaningful Learning. The model involves students creating personal knowledge models by developing their own concept maps, with teacher guidance using expert knowledge models and scaffold maps. Frequent feedback is provided to help students improve their knowledge structures. The goal is to better prepare students for the more rigorous 2014 version of the GED tests and support their academic achievement through meaningful learning with concept maps.
A Computer-Based Approach For Deriving And Measuring Individual And Team Know...Angie Miller
This document describes a computer-based approach for deriving knowledge structure from essay questions. Researchers had undergraduate students complete a multiple-choice exam and essay question after a management course. Essays were analyzed using natural language processing software to create network representations of students' knowledge structures. These computer-generated networks were compared to expert networks and human essay scores. The linear aggregation approach, which considered concepts across sentences, produced network representations that correlated better with human scores than the sentence-wise approach. This new approach provides an objective method for measuring individual and group knowledge structures from essays.
Name QC#7Date Question of the WeekPositive Asp.docxgilpinleeanna
Name: QC#7Date:
Question of the Week:
Positive Aspects:
Interesting Aspects:
Negative Aspects:
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same ...
1 Effects Of A Job Shadowing Assignment On WritingCharlie Congdon
This study evaluated the impact of a job shadowing assignment on students' writing skills. Students in an upper-level business writing course were split into a control group and an experimental "shadow" group. Both groups wrote essays describing their dream job before and after the assignment. The shadow group arranged to shadow a professional in their dream field for 4+ hours, then wrote a report. Both groups' essays were scored using rubrics. While overall scores did not significantly differ, the shadow group showed improvement from pre- to post-test, whereas the control group's scores remained stable. The assignment provided meaningful context and experience to strengthen students' writing through repetition and feedback.
This document analyzes 14 mathematics textbooks written for prospective elementary school teachers. It finds that while the textbooks cover similar topics at a high level, they vary widely in depth of coverage, approaches, and organization of content. The document analyzes the textbooks in depth on three topics - fractions, multiplication, and reasoning/proof - to identify similarities and differences in how each textbook introduces, explains, and connects ideas within and across these topics. The analysis aims to understand how textbook content may influence what is taught in the mathematics courses for elementary teachers.
This document describes a study that developed an argument-map-based chemistry workbook to teach thermochemistry concepts in Indonesia. The workbook presented chemistry content argumentatively and had students create argument maps to develop critical thinking skills. A quasi-experiment compared the workbook to a conventional textbook. Results showed students who used the workbook scored higher on a critical thinking skills test and teachers and students responded positively, hoping to use the approach for other topics. The workbook was found to help teachers manage classes easily and engage students in interesting, conductive learning processes.
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Presented at the Statewide Collaboration of Early & Middle Colleges & Dual Enrollment Programs on Friday, January 31, 2014
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/MiddleCollegeHighSchool/DualEnrollmentSummit.aspx
Presenters:
Dr. Erin Craig, Principal, NOVA Academy Early College High School, Santa Ana, CA
Dr. April Moore, Principal, JFK Middle College High School, Norco, CA
Sarah Calloway, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Suena Chang, Teacher, JFK Middle College High School, Norco, CA
Katy McGillivary, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Academic Essay Writing As Imitative Problem Solving Examples From Distance L...Wendy Hager
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1. The document describes an investigation into improving year 7 students' reading comprehension of inference and deduction through structured learning strategies.
2. A control group was selected to reflect average ability and needs, and their responses to reading Frankenstein were assessed. Other subject teachers incorporated themes from Frankenstein into their lessons.
3. The results of assessments given after this cross-curricular teaching are analyzed to evaluate the effectiveness of the learning strategies in improving students' inferential reading skills.
The document outlines a school-wide literacy lesson plan that incorporates research-based strategies to improve literacy at Cleveland High School. It identifies the school's need to explicitly teach reading and writing strategies. It summarizes 15 strategies from research articles to incorporate into literacy instruction, such as direct comprehension instruction, collaborative learning, and formative assessment. The plan provides an example mathematics lesson on solving quadratics that applies these strategies, such as creating a list of what students know and need to know, and having students work together to complete problems.
Development and Evaluation of Concept Maps as Viable Educational Technology t...paperpublications3
Abstract: This study had developed and evaluated concept maps as viable educational technology to facilitate learning and assessment. The development process concluded upon establishing validity and reliability. These maps were classified into two: concept maps to facilitate learning; and, fill-in-the-maps to facilitate assessment. A one group pre-test-posttest pre-experimental design was employed. Fill-in-the-maps were utilized for unit pre-tests and posttests. Complete concept maps were used to facilitate learning. For midterm examination, students were given composition as basis for constructing concept map. For final examination, students were provided concept maps to write their own composition. Rubrics were used to assess students’ outputs. z-test for correlated means showed significant increases of Mean Percentage Score (MPS) from pre-test to posttest. The overall posttest result was correlated with those of objective, fill-in-the-map, map construction and composition writing. Significant correlations were observed. Results accentuated that concept maps can be developed and evaluated to facilitate learning and assessment.
Article Writing Assignments With A Metacognitive Component Enhance Learning I...Fiona Phillips
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Authentic Tasks And Mathematical Problem SolvingJim Webb
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Teaching in Higher Education, Vol. 7, No. 3, 2002Re ectin.docxmattinsonjanel
This document summarizes a study that examined the use of learning journals among non-traditional computer technology students. The study reviewed journals from 20 students over multiple semesters. Results suggest that while learning journals can facilitate critical reflection, non-traditional students are more skeptical of the assignment and more likely to use journals as a study tool rather than for reflection. The implication is that student perception of assignments can impact the goal of developing reflective thinking, stressing the need to account for student perception in studies of learning journals.
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ectin.docxssuserf9c51d
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same class; each had over 100 students. Sub-
sequent to the class, students were interviewed to provide further eluci ...
Tutorial on qualitative approaches to learning analytics given by Rebecca Ferguson of The Open University UK at the Learning Analytics Summer Institute (LASI) run by the Society for Learning Analytics Research (SoLAR) at the University of British Columbia (UBC) in Vancouver, Canada, on 17 June 2019
An Instrument For Assessing Writing-IntensiveDaniel Wachtel
This document describes the development of an instrument to assess writing-intensive physics laboratory reports at the University of Cape Town. The instrument aims to evaluate reports based on both technical scientific content and quality of written communication. It was designed for use by physics tutors who typically focus only on scientific procedures. The instrument provides detailed criteria to allow for objective assessment of coherence, language use, and meaningful communication in the reports.
An Instrument For Assessing Writing-Intensive Physics Laboratory ReportsDawn Cook
This document describes the development of an assessment instrument for evaluating writing-intensive physics laboratory reports at the University of Cape Town. The instrument was designed to assess both the scientific and communicative aspects of the reports in a standardized and objective manner. It consists of a mark schedule with criteria in two sections - the scientific experiment aspects and coherence of the report. It also includes a coherence rating scale to evaluate how well the different sections of the report are linked together. The goal of the instrument is to provide meaningful feedback to students and consistency between tutors when grading the large number of reports.
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The document discusses offensive speech and the FBI's priority to protect citizens from hate crimes and terrorism. While the First Amendment protects free speech, the government's view of offensive speech has evolved over time. Courts play a key role in protecting free speech from government overregulation based on interpreting the First Amendment.
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The article examines symbolic play in children with Autism Spectrum Disorder compared to typically
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The document provides information about editing college essays through an online service. It outlines a 5-step process: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review writer bids and choose one; 4) Review the paper and authorize payment; 5) Request revisions until satisfied. It emphasizes original, high-quality work and refunds for plagiarism.
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The document discusses how nurture influences development through several steps:
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Writing An Abstract For Your Research Paper The Writing Center UW ...Monica Waters
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How to Fix the Import Error in the Odoo 17Celine George
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Azure Interview Questions and Answers PDF By ScholarHat
A Descriptive Analysis Of Secondary Mathematics Students Formal Report Writing
1. A Descriptive Analysis of Secondary Mathematics Students’ Formal
Report Writing
Adam P. Harbaugh, David K. Pugalee, and Margaret Adams
University of North Carolina, Charlotte
Abstract
This study analyzed forty-nine formal mathematical reports written by secondary students
participating in a 4-week intensive summer program. The goals of the study were to develop a
detailed coding scheme for categorizing mathematical content and apply that coding scheme to
describe these written reports. The coding system allowed for categorizing higher- and lower-
level knowledge structures among other text features. Key findings included (1) the majority of
statements were indicative of lower-level knowledge structures (description, sequence); (2)
aspects of mathematics were predominately algorithmic and methodological; (3) higher level
structures (classification, principles and evaluation) were frequently textbook based and (4)
justification was absent from the majority of products. The findings indicate the need for
additional research on students’ writing in mathematics and have implications related to the role
of writing in promoting higher-order thinking.
Introduction
Written mathematical communication is a filter allowing the exchange of mathematical
concepts and ideas – a text-based view of the writer’s mathematical thinking. Although there is a
need for students to learn to communicate in mathematics, there have been few attempts to
describe in detail students’ writing, with a view to enhancing the learning of mathematics
through the use of writing. The aim of this study is to develop a method to analyze expository
writing of mathematics students in order to provide a coding scheme for the description of the
content of their writing. More specifically this study will:
(1) discuss a detailed coding scheme developed to categorize the content of mathematical
papers written by secondary school students and
(2) apply that coding scheme to describe these written products.
Theoretical Framework
Educators in varied disciplines have long acknowledged the connection between writing
and learning. Vygotsky (1987) viewed writing as a tool which required deliberate and analytical
action from the composer as he/she structured a web of meaning forming connections between
current and new knowledge. In mathematics, writing is promoted as a means of supporting
reasoning by providing a mechanism for students to think about and verbalize concepts and
ideas. This generative process assists students in analysis, comparison of facts, and synthesis of
information (Farrell, 1978). Boscolo and Mason summarize these ideas in saying that “writing
can improve students’ learning by promoting active knowledge construction that requires them to
be involved in transforming, rather than a process of reproducing” (2001, p. 85).
Students often seem to write about mathematics in vague and unclear ways (Stonewater,
2002). In fact, students may reject their own mathematical thinking when they believe
mathematics is best learned in a rote manner (Hamdan, 2005). One difficulty in such research
has been the lack of a detailed method or coding scheme for analyzing the written papers of
students (Shield & Gailbraith, 1998). Morgan (1998) reports that there is little research on
writing in mathematics that focuses on the analysis of the written products themselves. Hamdan
(2005) reported that written journal entries in linear algebra were a chaotic collection of ideas
with no connection between them; however, writing became more structured and meaningful
after students were engaged in labeling and arranging their collected thoughts into categories.
292
2. Ntenza (2006) noted that students’ writing contained symbolic and mathematical writing.
Symbolic writing is the product of routines and algorithms. Mathematical writing included direct
transcriptions from other sources, translations of symbols into words, summarizing and
translating where learners use their own words to explain text material or experiences, and
creative uses of language where students explore and transmit mathematical information (see
Davison & Pearch, 1988; 1990). Shield and Galbraith (1998) studied expository writing of 8th
grade mathematics writing providing a coding scheme to describe the content of the writing, and
formulating a general model for the expository writing. The authors suggested that by identifying
and naming the parts of a presentation, teachers could assist students to write more elaborate
presentations which stimulate deeper thought and understanding of the mathematical ideas.
Though results are mixed, writing-to-learn activities in mathematics classrooms, in
general, have been reported to have a positive impact on learning of mathematics (Ntenza, 2006;
Pugalee, 2005). Studies have shown improved metacognitive abilities (Pugalee, 2001) and
improved mathematical performance on word problems (Pugalee, 2004). In addition to benefits
for students, Hamdan (2005) argues instructors can also gain from observing students’ processes
of choosing appropriate methods and applications. Further, common misconceptions and
difficulties with content become evident providing opportunities to readdress them in the future.
Methods
The writing samples analyzed were written by high school students enrolled in a summer
enrichment program in science and mathematics. Students in this program were rising juniors
and seniors in North Carolina high schools. Students applied for the program and applications
were screened and rated based on academic performance, interest in mathematics, and
recommendations. The highest rated students were offered slots in one of six campus sites
participating in the program.
Students were instructed by master high school teachers and/or university professors in a
science or mathematics area. The students in these four-week programs were in the same class
each day for seven classroom hours. The programs were designed to enrich students’ existing
understanding of mathematics and expose students to the work of mathematicians.
Students met with their instructor(s) in classroom, laboratory, and field settings before
choosing a research topic of interest. With the aid of instructors and peers, students then
researched their topics, performed experiments, when appropriate, and wrote research-style
reports to exhibit their understanding of their topic. The students were not provided explicit
instruction in writing, but were each provided intermittent feedback during the writing process.
Over the past five years of the Summer Ventures in Science and Mathematics program, 49
student research reports in mathematics have been produced; many of these reports having
multiple authors. The 49 reports analyzed ranged between five and ten pages of text in length.
Researchers (two mathematics education professors and a doctoral student) chose an
initial report at random to use for training before undertaking the analysis of the forty-nine
research reports. After the researchers met to compare and discuss the initial coding attempts, the
coding scheme was revised to incorporate what the team viewed as representative characteristics
of student writing. The research team then randomly chose six more reports, at least one from
each of the of mathematics courses, to be coded by each researcher. The research team then met
to discuss and scrutinize the coding of each of the six reports. The purpose of these meetings was
to further train and align the research team for consistency of future coding and to refine the
coding framework. During this meeting, inter-rater reliability for the six training reports was
85%. The research team then divided the remaining 42 student reports among the team so each
report would be coded by two researchers. After coding was completed, researcher pairs
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3. compared their results and discussed each instance of disagreement. Instances where reliability
was less than 85% resulted in recoding by each researcher until the 85% threshold was met.
This analysis of the students’ written reports followed qualitative procedures of searching
for themes using a compare and contrast process focusing on the heterogeneity and homogeneity
of the responses (Gay & Airasian, 2003). This allowed for the identification of written units
usually one or more sentences. The coding scheme was then applied to these units providing a
characterization of the students’ written products.
Each report was categorized as belonging to one of seven forms or genres of student
report writing (Wellington & Osborne, 2001). These categories included classification,
decomposition, descriptions of functions or processes, listing of properties, explanation,
experimental accounts, and argumentation. Classification papers begin with general
classification then provide descriptions of the qualities, behaviors, and/or functions of particular
phenomena. Decomposition papers explain a whole phenomenon or concept in terms of its
constituent parts. Descriptions of functions or processes papers provide opening general
statements or observations followed by a set of statements of various functions. Listing of
properties papers begin with a general statement followed by a list of properties. Explanation
papers consist of a general statement followed by a series of logical steps explaining how or why
something occurs. Experimental papers provide a recounting or details of an investigation and
explanation papers gave a general statement followed by a series of logical steps explaining how
to why something occurs. Argumentation papers create a position based on use of evidence,
using connectives which relate claims to the warrants or reasons for the beliefs.
A coding scheme was developed based on previous work of Shield and Galbraith (1998)
and Huang, Normandia and Greer (2005). Shield and Galbraith’s coding scheme, applied to
expository writing of eighth graders, focused on explanation elaborations, aspects of
mathematics and levels of language. Huang, Normandia and Greer’s research focused on
knowledge structures evident in student discourse in secondary mathematics classrooms. Though
the codes developed were used in verbal discourse, the applicability to written work is promising
providing a mechanism for analyzing students’ mathematical knowledge structures.
Identification of students’ knowledge structures in written work may promote the researchers’
goal of assisting teachers in pushing for higher-level knowledge structures. Higher-level
structures were classification, principles, and evaluation whereas lower-level structures included
description, sequence, and choice. Other codes included goal statements, description (general
and particular), justification, link to prior knowledge or experience, examples,
conclusions/results (empirical, theorems/definitions), exemplars (symbolic representation,
diagram, graph, conventions, tables, procedures), and aspects of mathematics (theoretical,
logical, algorithmic, methodological).
Results/Conclusions
The initial data analysis revealed several characteristics of students’ written formal
mathematics reports (1) the majority of statements were indicative of lower-level knowledge
structures (description, sequence); (2) aspects of mathematics were predominately algorithmic
and methodological; (3) higher-level structures (classification, principles and evaluation) were
frequently textbook based (4) justification was absent from the majority of products; (5) mapping
structures showed the most common pattern to be descriptive general statements followed by
procedures; and (6) experimental accounts were the primary genre reflected in the reports.
Approximately 60% of the data pieces were descriptions, sequences, or choice
statements. The prevalence of these lower-level knowledge structures is consistent with research
on verbal discourse (Huang, Normandia & Greer, 2005). Descriptions were the most frequent
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4. among these three codes comprising approximately 75% of these lower-level codes. We
differentiated between general descriptive (DG) statements and particular descriptive (DP)
statements. DP statements were specifically related to the particular case or situation being
discussed. DG statements were 8 times more likely to be used than descriptive particular
statements. The majority (approximately 85%) of DP statements were found in recounting
specific details of an experiment or investigation. Statements indicative of lower-level
knowledge structures were primarily used to provide introduction and background of topics in all
of the papers analyzed, but were also the most prominent form of statements used by students.
The following excerpts from the data are provided to exemplify this finding.
Game theory, like lightning, existed since this world was born, long before a person
forged the way to an explanation.
There are two basic types of bonds, which are vanilla bonds and zero-coupon bonds.
Pierre Fermat was born on August17, 1601 in Beaumont-de-Lomagne, France.
The prevailing aspects of mathematics revealed in the papers were algorithmic and
methodological with approximately 95% of the papers containing 5 or more such blocks of text.
Aspects of mathematics were more global in nature than the other codes and encompassed larger
blocks of text. Algorithmic is best considered as writing that contains explicit methods or
procedures while methodological is somewhat more general and heuristic in nature (see Shield &
Galbraith, 1998). This finding isn’t surprising considering that the focus of the papers was to
present findings from an investigation or experiment. It should be noted, however, that few
writers followed up with rich descriptions of their findings. Additional analysis is necessary to
determine how such aspects of mathematics impacted students’ mathematical communication
and their presentation of important mathematical ideas. However, the findings raise questions
about the prevalence of procedural orientations in students’ mathematical understanding.
Statements of a mathematical nature were predominately algorithmic and
methodological. The statements that follow are provided as exemplars of this finding.
The monthly income of a median wage family is calculated using the simple formula
12
)
1
( A
t
M
−
= where M= monthly income, t= federal tax rate, and A= annual salary.
The calculation is as follows: (Price of Security after a 1% decrease in yield – Price of
security after a 1% increase in yield)/(2*initial price of security)
When higher-level knowledge structures were evident, they were frequently textbook
based (in slightly more than 40% of these coded data pieces). Students frequently cited sources
to provide definitions (coded as classification) and principles. It was also evident that many
principle statements were contextualized in scientific ideas that were relevant to the experiment
or investigation (such as friction and acceleration). Principle statements that were not textbook
based were often presented in an if-then format. Evaluation statements (less than 10% of the
higher-level data pieces) most frequently occurred in explaining results from an experiment or
from working a particular mathematical example. Evaluation statements most often involved
interpreting empirical results in light of a procedure or example. A small number of papers (8 %)
contained evaluation statements that were related to the difficulty of applying a particular
method or procedure. Evaluation is related to justification, but can be differentiated by the level
of reasoning involved. Evaluation statements were often associated with reporting results or
conclusions. In experiments or investigations, evaluation statements often involved interpreting
findings by stating a type of relationship. Justification was coded when a statement provided a
mathematical reason or argument for a decision or action. Evaluation was more commonly
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5. involved in verification of a result or step without offering a mathematical reason or argument as
to ‘why’ the result was valid. Less than 2% of all coded statements involved justification.
The following excerpts show the nature of statements supporting this finding.
C: A force can act upon the electrons to speed it up called voltage (V).
P: If i really can be represented by a point or a vector, then multiplying it by itself must
equal -1.
E: The history of complex numbers is perhaps most intriguing because, unlike the
discovery of many other concepts, that of complex numbers is surrounded by controversy,
unease, and secrecy.
The following are some of the sparse number of justification statements made by
students.
The reason that this method of finding a utility is considered weak is because it is strictly
limited in that it does not give one any information as to the extent by which the subject
enjoys one item over the other, just the order by which they enjoy them.
Since the wheels all had the same amount of mass, the amount of friction did not increase
or decrease enough to affect the results significantly.
A mapping was done that showed which types of codes preceded and followed a
particular code. The most common (18%) pattern was descriptive general (DG) followed by
descriptive particular (DP). The preceding codes in this particular instance were not included
since they primarily began after a paragraph or section break. This line of reasoning appears
logical given that students provided a general description of a concept, idea, or process and
followed up with a particular description related to the context of how that information was
related to their topic. Procedures or algorithms (AL) frequently succeeded the DG→DP
sequences. The following example from the data shows the nature of this common pattern.
The connection between music and math was more recognized in ancient times than it is
now. (DG) The Greeks, often considered the pioneers of mathematics, studied four
branches of math, which were: arithmetic, algebra, geometry, and music…(DG). The
following calculations are summarized in Figure 1 (DP). This system involved the ratios
of notes, with the simplest ratio, 2:1, being an octave (DP). By doubling the frequency of
a note, a pitch an octave, or twelve semi-tones, above the original is produced…(AL).
The most common genre for the reports was experimental accounts (61%) followed by
explanations (19%). This might be expected given that there was an expectation that students
would report on an investigation or describe their research on a mathematical topic or concept.
There were no papers classified as arguments, listing of properties, or decomposition.
Implications
Students are often required to write formal papers or reports in mathematics; however,
there is little research on what students actually produce in these assignments. While there are
some materials available to guide general procedures and approaches (such as sections of a
report or formatting), there is little guidance to assist teachers in developing high expectations
for such products. This research provides some description of students’ formal mathematical
writing. The findings must be interpreted and reported in ways that will provide practitioners
with ideas about how to improve students’ mathematical communication and higher-level
thinking through writing of formal reports. The researchers acknowledge that much work is
required in this area including revisiting the written reports and assessing students’ mathematical
understanding within various domains such as conceptual understanding, procedural
understanding, problem solving ability, and mathematical reasoning.
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6. 297
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