Student perceptions of writing projects in a university differential-equations course

Latulippe, Christine; Latulippe, Joe

doi:10.1080/0020739x.2013.790498

Cited by 8 publications

(6 citation statements)

References 12 publications

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“…In the recent years, researchers have been increasingly interested in the role of reflection and writing in learning mathematics. Studies show that inclusion of reflective writing activities in the curriculum is helpful to both students and teachers [1][2]. As defined by Lew and Schmidt: Reflections are processes that a learner undergoes to look back on his past learning experiences and what he did to enable learning to occur, and the exploration of connections between the knowledge that was taught and the learner's own ideas about them [4].…”

Section: Introductionmentioning

confidence: 99%

Investigating College Students’ Views on Mathematics Learning Through Reflective Journal Writing

Guce

2017

IJERE

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The study on reflective journal writing (RJW) and its benefits as assessed by the teachers has long been an inclination in mathematics education. However, little research has been done to explore the feelings of students towards RJW and how such has an effect on their mathematics learning. This study aimed to describe the feelings of the students about RJW. Being a qualitative type of research study, data were acquired through focus group discussion and were analyzed using axial coding. Results revealed that RJW (i) provided opportunities for the students to construct meaning and express personal views and ideas; (ii) built a connection between the teacher and the students; (iii) through the use of prompts, allowed the students to relate mathematics to real-life facts improving their understanding of the subject; (iv) helped the students build association of ideas using their prior knowledge and experiences; and (v) enabled the students to develop self-awareness. The findings suggest that when students are engaged in reflective writing experiences which explicitly promote meaning-making or self-questioning, teachers create an opportunity for them to see how the process of writing can enrich their mathematical learning.

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Section: Introductionmentioning

confidence: 99%

Investigating College Students’ Views on Mathematics Learning Through Reflective Journal Writing

Guce

2017

IJERE

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“…Writing for learning has been studied for decades and is encouraged in many national curricula, including in South Africa, yet it is not often practised in mathematics classrooms, particularly university mathematics classrooms (Latulippe & Latulippe, 2014). Early in the literature linking writing and problem solving, it was argued that the same processes are involved in thoughtful expository writing and in mathematical problem solving and hence engaging in either develops competencies in related types of critical thinking (Bell & Bell, 1985;Kenyon, 1989).…”

Section: Introductionmentioning

confidence: 99%

The Role of Expository Writing in Mathematical Problem Solving

Craig

2016

African Journal of Research in Mathematics, Science and Technol

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Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour. This article serves to describe the effectiveness of using writing as a tool for deeper engagement with mathematical problems. Students' claims about, and tutor observations of, problem-solving behaviour were analysed through the lens of Piaget's theory of cognitive development. Examples of enhanced problem-solving behaviour are presented as well as reports from student interviews that writing "forces" deeper engagement. The analysis of students' work and reflections indicated that writing about problem-solving processes potentially resulted in a cognitive perturbation when students were forced to confront their incomplete understanding (and hence their unstable knowledge structures) and therefore had to achieve a deeper level of understanding in order to adequately describe the solution process.

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“…Concerning the application of project-based learning in differential equations, we refer to the following articles from our retained list: [30,31,52,53,90,101,135]. The authors of [31] use mathematical projects arising in biology in the context of modeling tumor growth by differential equations.…”

Section: Project-based Learningmentioning

confidence: 99%

“…The authors argue that the project itself contributes to the development of students' competency for project work in science even in the introductory university courses. The authors of [90] are focused into researching the perceptions of the students when writing projects in the context of a differential equations course and conclude that the methodology is appropriate to develop some skills beyond the usual academic content of concepts and procedures. The students participating in the project recognized that they improved their capacity of scientific communication with each other when analyzing and solving real-life problems.…”

Section: Project-based Learningmentioning

confidence: 99%

Classroom Methodologies for Teaching and Learning Ordinary Differential Equations: A Systemic Literature Review and Bibliometric Analysis

et al. 2021

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In this paper, we develop a review of the research focused on the teaching and learning of ordinary differential equations with the following three purposes: to get an overview of the existing literature of the topic, to contribute to the integration of the actual knowledge, and to define some possible challenges and perspectives for the further research in the topic. The methodology we followed is a combination of a systematic literature review and a bibliometric analysis. The contributions of the paper are given by the following: shed light on the latest research in this area, present a characterization of the actual research lines regarding the teaching and learning of ordinary differential equations, present some topics to be addressed in the next years and define a starting point for researchers who are interested in developing research in this field.

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Student perceptions of writing projects in a university differential-equations course

Cited by 8 publications

References 12 publications

Investigating College Students’ Views on Mathematics Learning Through Reflective Journal Writing

Investigating College Students’ Views on Mathematics Learning Through Reflective Journal Writing

The Role of Expository Writing in Mathematical Problem Solving

Classroom Methodologies for Teaching and Learning Ordinary Differential Equations: A Systemic Literature Review and Bibliometric Analysis

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