Students' Thinking and Writing in the Context of Probability

TODD M. JOHNSON; GRAHAM A. JONES; CAROL A. THORNTON; CYNTHIA W. LANGRALL; AMY ROUS

doi:10.1177/0741088398015002003

Written Communication Apr 1998

Students' Thinking and Writing in the Context of Probability

TODD M. JOHNSON ; GRAHAM A. JONES ; CAROL A. THORNTON ; CYNTHIA W. LANGRALL ; AMY ROUS

Abstract

In response to the need for studies that focus on learning and writing in mathematics, this study examined changes in students' probabilistic thinking and writing during an instructional program that emphasized transactional writing in a problem-solving context. Although correlations between probabilistic thinking and writing levels at the end of the study were not significant, students did make significant gains in both probability reasoning and writing. Analysis of target students' journals revealed that their writing incorporated both writing symbols and mathematical symbols. These symbols were more complementary for those students whose writing increased to the higher levels during instruction. Moreover, this growth appeared to be promoted by the teacher herself, who systematically sought verbal explanations of solutions and written interpretations of diagrams and numerical patterns.

Journal: Written Communication
Published: 1998-04-01
DOI: 10.1177/0741088398015002003
CompPile: Search in CompPile ↗
Open Access: Closed
Topics: teacher development editorial matter
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Cited by in this index (1)

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Students' Thinking and Writing in the Context of Probability

Abstract

Citation Context

Cited by in this index (1)

References (36) · 1 in this index

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