Evaluating Various Undergraduate Perspectives of Elementary-Level Mathematical Writing

Evaluating Various Undergraduate Perspectives of Elementary-Level Mathematical Writing Int J of Sci and Math Educ https://doi.org/10.1007/s10763-018-9903-1 Evaluating Various Undergraduate Perspectives of Elementary-Level Mathematical Writing 1 2 Elizabeth M. Hughes & Andrew M. Markelz & Lauren E. Cozad Received: 7 November 2017 /Accepted: 13 May 2018 Ministry of Science and Technology, Taiwan 2018 Abstract Writing is recognized as a critical skill in science, technology, engineer- ing, and mathematical fields, as it provides opportunities for individuals to think critically about learned information, integrate knowledge, communicate under- standing, and contribute new information to the field. Requirements for applying mathematical knowledge to writing require a seamless blend of content-specific knowledge, domain-specific vocabulary, and an understanding of written expres- sion. Relatively, little is known about how mathematics writing is currently being assessed in K-12 classrooms to promote the acquisition and growth of students’ writing. This exploratory survey research sought to evaluate how undergraduate students across various career majors, at a large university in the USA, perceive the writing quality of elementary mathematics writing samples. Research determined that respondents valued accuracy of the mathematics, logical explanation, effort of the response, as well as organization/mechanics of the writing. The extremes of mathematical writing had the most reliable scores, bringing attention to the need to http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Science and Mathematics Education Springer Journals

Evaluating Various Undergraduate Perspectives of Elementary-Level Mathematical Writing

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Publisher
Springer Journals
Copyright
Copyright © 2018 by Ministry of Science and Technology, Taiwan
Subject
Education; Mathematics Education; Science Education
ISSN
1571-0068
eISSN
1573-1774
D.O.I.
10.1007/s10763-018-9903-1
Publisher site
See Article on Publisher Site

Abstract

Int J of Sci and Math Educ https://doi.org/10.1007/s10763-018-9903-1 Evaluating Various Undergraduate Perspectives of Elementary-Level Mathematical Writing 1 2 Elizabeth M. Hughes & Andrew M. Markelz & Lauren E. Cozad Received: 7 November 2017 /Accepted: 13 May 2018 Ministry of Science and Technology, Taiwan 2018 Abstract Writing is recognized as a critical skill in science, technology, engineer- ing, and mathematical fields, as it provides opportunities for individuals to think critically about learned information, integrate knowledge, communicate under- standing, and contribute new information to the field. Requirements for applying mathematical knowledge to writing require a seamless blend of content-specific knowledge, domain-specific vocabulary, and an understanding of written expres- sion. Relatively, little is known about how mathematics writing is currently being assessed in K-12 classrooms to promote the acquisition and growth of students’ writing. This exploratory survey research sought to evaluate how undergraduate students across various career majors, at a large university in the USA, perceive the writing quality of elementary mathematics writing samples. Research determined that respondents valued accuracy of the mathematics, logical explanation, effort of the response, as well as organization/mechanics of the writing. The extremes of mathematical writing had the most reliable scores, bringing attention to the need to

Journal

International Journal of Science and Mathematics EducationSpringer Journals

Published: May 30, 2018

References

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