期刊名称：MLET: The Journal of Middle Level Education in Texas
出版年度：2015
卷号：2
期号：1
页码：4
出版社：Stephen F. Austin State University
摘要：Discourse in mathematics refers to the written and oral communication that occurs in the mathematics classroom. Yet, in many classrooms in the United States, writing is often taught remotely in the classroom of a language arts teacher. In this action research project, our focus was on improving students’ written expressions and explanations in the middle-level mathematics classroom. The purpose of this action research was to examine and evaluate the effect writing has on students’ mathematical thinking processes and skills. Over the course of eight weeks, students were presented with various writing assignments in mathematics. Students were given approximately 20 minutes to brainstorm, reflect, and complete their journal prompts each day. Math journaling during the mathematical workshop appeared to have a positive effect on student motivation as well as to increase conceptual understanding. Based on the results of this study implications are provided for future research and classroom practice.
