• Journal of the Korean School Mathematics Society
• /
• v.10 no.3
• /
• pp.289-302
• /
• 2007

I took a look at the note written by the students in math class. But, it was sort of a 'scratch paper' because they focused only on the problems or do not know the writing a notebook. Thus, I prepared organizational writing activity through learning-notebooks and analyzed the results from the writing activity through learning-notebooks in order to recognize the effects how the activity influences students' mathematics academic achievements and attitude. As a result, I could find that writing activity through learning-notebooks contributes to the enhancement of mathematics academic achievement and attitude.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.1
• /
• pp.15-37
• /
• 2015

As the value and importance of mathematical communication was recognized, mathematical communication in mathematics education has been strengthened more and more. Written communication as well as verbal communication is emphasized. On the other hand, storytelling is introduced for elementary students to learn mathematical concept more naturally and easily in the 2009 revised curriculum. So, we noticed that they are familiar with story. In this study, we analyze the story writing activity levels with a focus on story writing, and how to think about it. And we offer some suggestions about mathematical story writing activity.

• Journal of Elementary Mathematics Education in Korea
• /
• v.10 no.1
• /
• pp.21-42
• /
• 2006

The purpose of this study is to identify the influences of the reciprocal writing-reflection activities on the mathematical learning of the 2nd grade students by developing a class model using reciprocal writing-reflection activities method as one of the interactive application of manipulative activities, reflective thought and communication activities which are the learning principles of constructivism. We have experimented and investigated to after dividing experimental objects into two group, experimental groups and comparative group, The conclusions of this study are followings. First, reciprocal writing-reflection activities showed significant effects on mathematical achievements of the group with lower achievements in learning. Second, reciprocal writing-reflection activities positively influenced mathematical tendency of the students. Third, the students had positive attitudes in interest, desire and usefulness regarding reciprocal writing-reflection activities. And reciprocal writing- reflection activities are helpful for their reflective thinking and communication activities.

• Journal of Elementary Mathematics Education in Korea
• /
• v.11 no.2
• /
• pp.137-160
• /
• 2007

Within the field of mathematics education there is an active movement which attempts to apply more beneficial learning activities, like mathematical writing activities, for the students. In this context, the current study attempts to identify elementary school students' cognitive and affective aspects as they participate in a novel writing activity, the 'mathematical fairy tale.' Some positive outcomes from the mathematical fairy tale writing activities were as follows: First, from these mathematical writing activities, students began to reconstruct and adapt the mathematical contents they've learned through their reflective thinking. Second, while the mathematical fairy tale writing activities were going on, the communication of mathematics was greatly animated between the students, and they could get the restudying chance about they've learned. Third, from these mathematical writing activities, many of students became discover the practical using case of the mathematical contents they've learned and they perceived the necessity of the mathematics learning. Forth, from these mathematical writing activities, most of students felt the delights of the mathematics learning and the achievement, so they indicated that their attitude for the mathematics course was changed positively. Lastly, students began to concentrate on their mathematics learning through participation in mathematical fairy tale writing activities of their own accord.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.3
• /
• pp.435-455
• /
• 2015

This study is aimed at analyzing the level change and features of mathematical communication in elementary students' expository writing. 20 students of 5th graders of elementary school in Seoul were given expository writing activity for 14 lessons and their worksheets was analyzed through four categories; the accuracy of the mathematical language, logicality of process and results, specificity of content, achieving the reader-oriented. This study reached the following results. First, The level of expository writing about concepts and principles was gradually improved. But the level of expository writing about problem solving process is not same. Middle class level was lower than early class, and showed a high variation in end class again. Second, features of mathematical communication in expository writing were solidity of knowledge through a mathematical language, elaboration of logic based on the writing, value of the thinking process to reach a result, the clarification of the content to deliver himself and the reader. Therefore, this study has obtained the conclusion that expository writing is worth keeping the students' thinking process and can improve the mathematical communication skills.

• Journal of Elementary Mathematics Education in Korea
• /
• v.12 no.2
• /
• pp.165-183
• /
• 2008

This study is to help to understand the influence of exchange writing activity in the elementary mathematics on students' mathematical communication skill. Various technical activities had been implemented during the classes and the ideas from those activities had been interpreted into writings in the final stage of the classes. Those writings, then, were distributed to other students or teachers in order to devise a teaching model for exchange writing, which is to be applied to the 3rd grade classes and to identify the influence on the in mathematical communication skill. From this study, we could get such conclusions as follows: First, there was considerable difference between experimental group practicing exchange writing and control group engaging in normal learning activities in the progress of their mathematical communication skill (group discussion), writing skill and expressivity when examining their average communication skill using t-method. Similar trend had been witnessed when self-evaluating their mathematical communication skill. Second, when it comes to the mathematical tendency, experimental group showed a higher tendency in positiveness compared to the control group. Therefore, we might conclude that the exchange writing has a positive influence on the students' mathematical tendency, especially on their curiosity or interest in teaming, willingness to study and their comprehension of its importance.

• Communications of Mathematical Education
• /
• v.28 no.1
• /
• pp.131-154
• /
• 2014

The purpose of this study was to examine the effect of essay writing-centered mathematics instruction on problem solving and mathematical deposition in the elementary school. For the present study, two 6th grade classes with equivalent achievement in terms of problem solving and mathematical disposition based on the pretest. A total of 15 mathematics lessons focused on writing activities were administered to the experiment group for two months, while the textbook-based traditional lessons were given to the comparison group. Both quantitative and qualitative methods were adopted to analyze the data. The results of the present study showed that essay writing-centered mathematics teaching is statistically superior that the textbook-based mathematics teaching with respect to students' problem solving and mathematical disposition. In addition, it was evidenced that essay writing-centered mathematics instruction makes an influence on students' perceptions toward essay-based assessment in a positive way.

• Communications of Mathematical Education
• /
• v.38 no.2
• /
• pp.187-213
• /
• 2024

This study aims to investigate the impact of mathematical journal writing activities on sixth-grade students' mathematics anxiety and the 'writing' aspect of mathematical communication. For this purpose, 27 sixth-grade students participated in 14 sessions of mathematical journal writing activities while learning division with fractions and decimals. Mathematics anxiety was measured using a questionnaire, with pre- and post-test results statistically analyzed. Mathematical communication in the 'writing' domain was quantitatively measured using an analytical framework to track changes in levels. Additionally, 13 students were interviewed to examine the impact of journal writing on mathematics anxiety and mathematical communication in more detail. The study found that among the four main factors of mathematics anxiety, there was a significant reduction in the subject-specific and environmental factors. The average levels of 'expression' and 'explanation' in the 'writing' domain of mathematical communication gradually increased, with specific teacher feedback supporting improvements in students' communication levels. Based on these findings, the study suggests implications for the use and guidance of mathematical journal writing activities in school settings.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.1
• /
• pp.163-184
• /
• 2010

In this paper, we study the effects on mathematical communication and disposition for the writing mathematics letters in secondary mathematics education. For this purpose we construct a experimental class and then analyse the students' change in those aspects after applying writing mathematics letters made some significant changes on the students communication in mathematics and disposition. First. the results for this purpose on regarding the enhancement of mathematical communication are effective. Second, the results on regarding the improvement of disposition are effective.

• The Mathematical Education
• /
• v.63 no.1
• /
• pp.1-18
• /
• 2024

This study aims to analyze low-performing high school students' difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: "mathematical difficulties" and "CR difficulties." The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students' difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students' difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.