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The use of writing-to-learn in mathematics classes is one way teachers can implement both communication and problem-solving goals. This study investigates the effects of implementing an integrated, experimenter-designed writing program within an existing basic text of Algebra II. The program consisted of specifically formulated lessons in writing designed to enhance the students' understanding of topics studied. The study used two sections of the class as an experimental group (N=34) and two as the control group (N=34) with sections randomly assigned to treatment groups. Writing activities, both transactional and expressive, were integrated within the experimental group's lessons. Data collection instruments included tests, writing attitude scales, mathematics attitude scales, and student writing. Results indicate that there were no significant differences between the experimental and control group in the tests or attitudes, neither were there any significant differences between the pre- and post-test attitudes of writing or mathematics for either group. Trends in the data suggest that a longer study might have resulted in the experimental group performing significantly higher than the control group on an achievement measure. Also included is a summary of personal research and personal reflections. Contains 22 references. (JRH)

Descriptors: Academic Achievement, Communication Skills, Content Area Writing, Educational Strategies, Elementary Secondary Education, Interdisciplinary Approach, Mathematics Instruction, Student Attitudes, Teaching Methods











Autor: Kasparek, Rebecca Finley

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12031&id=ED402198







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