Investigation of Students' Cognitive Learning in Mathematics Lessons Supported with Writing Activities

Ercan Atasoy; Adnan Baki

doi:10.16949/turkbilmat.703648

Research Article

Investigation of Students' Cognitive Learning in Mathematics Lessons Supported with Writing Activities

Year 2020, Volume: 11 Issue: 2, 528 - 583, 31.08.2020

Ercan Atasoy , Adnan Baki

https://doi.org/10.16949/turkbilmat.703648

Abstract

The aim of the present research was to examine the contribution of expository and journal writing activities to the cognitive development of 7th-grade students with varying levels of academic achievement in mathematics education. The qualitative research approach has been adopted in this research. The lessons were conducted in one 7th grade class of 28 students using a total of 26 expository writing activities and 6 journal writings designed to address the topics of "lines, angles and measuring angles, operations with integers, rational numbers, algebraic expressions, equations, ratio and proportion.” During the 14 weeks of lessons, three themes were created and various codes were established under these themes by means of content analysis of the written explanations obtained from students' expository writing activities and diaries. In addition, the expository writing activities were analyzed using an analytical scoring rubric (ASR). The findings were coded under three themes: (1) features of the students' explanations (2) use of mathematical language and (3) mathematical algorithms and calculations. According to the data obtained, it has been determined that writing activities contribute to the cognitive development of particularly those students with a moderate level of academic achievement. In addition, it was revealed that the responses provided in writing activities by students with different levels of academic achievement varied. Based on the results of the study, it is recommended that writing activities be implemented over a long and continuous period of time.

Keywords

Expository writing, Journal Writing, cognitive learning

References

Akarsu-Yakar, E. & Yılmaz, S. (2017). Mathematical language skills of 7th grade students in the process of transforming the real life situation into a mathematical expression in algebra. Inonu University Journal of the Faculty of Education, 18(1), 292-310.
Akkuş, R., & Darendeli, D. (2020). Research trends on writing-to-learn in mathematics in Turkey: Between 2005 and 2020. International Journal of Educational Studies in Mathematics, 7(1), 1-13.
Albert, L., R. (2000). Outside-in–inside-out: seventh-grade students’ mathematical thought processes. Educational Studies in Mathematics, 41(2), 109–141.
Applebee, A. N. & Langer, J. A. (2006). The state of writing instruction in American’s schools: what existing data tell us. Albany: Center on English Learning & Achievement, University at Albany, State University of New York.
Atasoy, E. (2005). Matematik öğretiminde yazmanın kullanılması (Yayımlanmamış yüksek lisans tezi). Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. Ankara: Harf Eğitim Yayınları.
Banes, L. C. (2017). “Explain your answer”: Mathematical writing in linguistically diverse classrooms (Unpublished doctoral dissertation). California State University, the USA. Baxter, J., Woodward, J., & Olson, D. (2005). Writing in mathematics: An alternative form of communication for academically low-achieving students. Learning Disabilities Research & Practice, 20(2), 119-135.
Beasley, K., & Featherstone, H. (1995). The big old conversation, reflections on mathematical tasks and discourse (report no. 95-5), East Lansing, Michigan: National Center for Research on Teacher Learning.
Bellamy, D. (2017). College faculty members' perceptions of students' writing abilities (Unpublished doctoral dissertation). Walden University, the USA.
Block, N. E. (2005). How reading and writing influence student engagement and learning in the math classroom (Unpublished master’s thesis). Pacific Lutheran University, the USA.
Bolte, L. A. (1999). Enhancing and assessing preservice teachers’ integration and expression of mathematical knowledge. Journal of Mathematics Teacher Education, 2(2), 167–185.
Braine, G., & McNaught, C. (2007). Adaptation of the ‘Writing Across Curriculum’ model to the Hong Kong context. In J. Liu (Ed.), English language leaching in China: New approaches, perspectives and standards (pp. 311–328). London: Continuum International Publishing.
Brandenburg, M. (2002). Advanced math? Write!. Educational Leadership, 60(3), 67-68.
Britton, J., Burgess, T., Martin, N., Mcleod, A., & Rosen, H. (1975). The development of writing abilities (11-18). London: Macmillan Education.
Burns, M. (2005). Looking at how students reason. Educational Leadership, 63(3), 26-31.
Burns, M. (1995). Writing in math class a resource for grades 2-8. CA: Math Solutions Publications.
Burns, M. (2004). Writing in math. Educational Leadership, 62(2), 30-32.
Burns, M., & Silbey, R. (2001). Math journals boost real learning: How words can help your students work with numbers. Instructor, 110(7), 18-20.
Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi. Ankara:PegemA Yayınları.
Colonnese, M. W., Amspaugh, C. M., LeMay, S., Evans, K., & Field, K. (2018). Writing in the disciplines: How math fits into the equation. The Reading Teacher, 72, 379–387.
Cooley, L. (2002). Writing in calculus and reflective abstraction. Journal of Mathematical Behavior, 21(3), 255-282.
Çalıkoğlu-Bali, G. (2002). Matematik öğretiminde dil ölçeği. Hacettepe Eğitim Fakültesi Dergisi, 23, 57-61.
Davison, D. M., & Pearce, D. L. (1990). Perspectives on writing activities in the mathematics classroom. Mathematics Education Research Journal, 2(1), 15–22.
Demir, T. (2013). İlköğretim öğrencilerinin yaratıcı yazma becerileri ile yazma özyeterlik algısı ilişkisi üzerine bir çalışma. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 2(1), 84-114.
Demircioğlu, H., Argün, Z. ve Bulut S., (2010). Yazma tekniğinin kullanımına ilişkin ortaöğretim matematik öğretmen adaylarının görüşleri. C.Ü. Sosyal Bilimler Dergisi, 34(2), 40-46.
DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187-213.
DiBartolo, M. T. (2000). Writing opportunities as a teaching/learning tool in a college mathematics course (Unpublished Doctoral Dissertation). Columbia University, the USA.
Dur, Z. (2010). Öğrencilerin matematiksel dili hikaye yazma yoluyla iletişimde kullanabilme becerilerinin farklı değişkenlere göre incelenmesi (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
Ergün, M. ve Özsüer, S. (2006). Vygotsky’nin yeniden değerlendirilmesi. A.K.Ü. Sosyal Bilimler Dergisi, 8(2), 269-292.
Fluent, J. (2006). Writing and mathematical problem-solving: effects of writing activities on problem-solving skills of elementary students (Unpublished master dissertation). St. John Fisher College, New York.
Frenkel, J. J. (2004). Writing use and its effectiveness on high school students’ mathematics performance (Unpublished master’s thesis). University of Wisconsin-Oshkosh, the USA.
Fulwiler, T. (1984). How well does writing across the curriculum work?. College English, 46(2), 113-125.
Fuqua, B. (1997). Exploring math journals. Childhood Education, 74(2), 73-77.
Furner, J., & Duffy, M. (2002). Equity for all students in the new millennium: Disabling math anxiety. Intervention in School and Clinic, 38(2), 67-74.
Galbraith, D., & Baaijen, V. (2018). The work of writing: Raiding the inarticulate. Educational Psychologist, 53(4), 238–257.
Gibson, M., & Thomas, T. G. (2005). Quilting blocks: writing in the geometry classroom, Mathematics Teacher, 99(2), 108-111.
Graham, S., Kiuhara, S. A., & MacKay, M. (2020). The effects of writing on learning in science, social studies, and mathematics: A meta-analysis. Review of Educational Research, 90(2), 179–226.
Gray, P., & Feldman, J. (2004). Playing in the zone of proximal development: Qalities of self directed age mixing between adolascents and young children at a democratic school. American Journal of Education, 110(2), 193-200.
Greenes, C., Ginsburg, H., & Balfanz, R. (2004). Big maths for little kids. Early Childhood Research Quarterly, 19(1), 159-166.
Greer, A. R. (2010). Mathematical communication: A study of the impact expository writing in the mathematics curriculum has on student achievement (Unpublished doctoral dissertation). Capella University, Minneapolis.
Guce, I. K. (2018). The role of journal writing in senior high school students attitude toward mathematics. Internation Journal of Education and Researcher in Education, 7(2), 132-141.
Günel, M. (2009). Bilimsel süreç ve ilköğretim bilim eğitiminde öğrenme aracı olarak yazma. Elementary Education Online, 8(1), 200-211.
Güneş, F. (2013). Dil bilgisi öğretiminde yeni yaklaşımlar. Dil ve Edebiyat Eğitimi Dergisi, 2(7), 71-92.
Gürbüz, R. ve Birgin, O. (2008). Farklı öğrenim seviyesindeki öğrencilerin rasyonel sayıların farklı gösterim şekilleriyle işlem yapma performanslarının karşılaştırılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 85-94.
Hand, B., Yang, O. E. M. & Bruxvoort, C. (2007). Using writing-to-learn science strategies to improve year 11 students’ understandings of stoichiometry. International Journal of Science and Mathematics Education, 5(19), 125-143.
Herrick, C., J. (2005). Writing in the secondary mathematics classroom: research and resources (Unpublished master’s thesis). State University of New York College, Cortland. Hoffert, S.B. (2009). Mathematics: The universal language? Mathematics Teacher, 103(2), 130–139.
Hohenshell, L., Hand, B., & Staker, J. (2004). Promoting conceptual understanding of biotechnology: Writing to a younger audience. The American Biology Teacher, 66(5), 333-338.
Ishii, D. K. (2003). First-Time teacher-researchers use writing in middle school mathematic instruction. The Mathematics Educator, 13(2), 38–46.
İpşiroğlu Z. (2006).Yaratıcı yazma çalışmalarında yazının işlevi. İstanbul: Morpa Yayıncılık.
Jaafar, R. (2016). Writing-to-learn activities to provoke deeper learning in calculus. Primus, 26(1), 67-82.
Johnson, J., & Holcombe, M. (1993). Writing to learn in a content area. Clearing House, 66(3), 155 - 158.
Jurdak, M., & Zein, R. A. (1998). The Effect of journal writing on achievement in and attitutes toward mathematics. School Science and Mathematics, 98(8), 412-419.
Kartalcı, S. (2018). Matematik öğretiminde yazma tekniği kullanımının üstbilişsel davranışlara etkisi (Yayımlanmamış yüksek lisans tezi). Sivas Cumhuriyet Üniversitesi, Eğitim Bilimleri Enstitüsü, Sivas.
Kasa, B. (2009). Yazma etkinliklerinin ilköğretim 1. kademe öğrencilerinin matematik başarılarına ve tutumlarına etkisi (Yayımlanmamış yüksek lisans tezi), Pamukkale Üniversitesi, Sosyal Bilimler Enstitüsü, Denizli.
Keathley, M. W. (2018). Connecting writing across the curriculum with global leadership:A qualitative study (Unpublished doctoral dissertation). Indiana Institute of Technology, United States.
Kenyon, R. (1989). Writing is problem solving. In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 73-87). New York: Teachers College Press.
Kerr, S. (1997). Why Vygotsky? The role of theoretical psychology in Russian education reform. Annual Meeting of the American Association for the Advancement of Slavic Studies. Seattle: University of Washington. Retrieved June 12, 2015, from http://faculty.washington.edu/stkerr/whylsv.html.
King, B. (1982). Using writing in the mathematics class: theory and practice. In C.W. Griffin (Ed.), New directions for teaching and learning: Teaching writing in all disciplines. (pp. 39-45). San Francisco: Jossey-Bass.
King, B., Raposo, D., & Gimenez, M. (2016). Promoting student buy-in: Using writing to develop mathematical understanding. Georgia Educational Researcher, 13(2), 31-52.
Klishis, L. A. (2003). The impact of student discourse and journal writing on the mathematics achievement of fifth grade students (Unpublished doctoral dissertation). West Virginia University, West Virginia.
Knipper, K., & Duggan, T. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher, 59(5), 462-470.
Kramarski, B., & Mizrachi, N. (2004). Enhancing mathematical literacy with the use of metacognitive guidance in forum discussion. Proceedings Of The 28th Conference Of The Internetional Group For The Psycology Of Mathematics Education, 3, 169-176.
Küçük, M. (2019). Yazma etkinliklerinin matematik öğretiminde problem çözme becerisine, tutum ve kaygıya etkisi (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Eğitim Bilimleri Enstitüsü, Denizli.
Lefler, S. (2006). Writing in a mathematics classroom: a form of communication and reflection. Action Research Projects:1-30. Retrieved July 15, 2010 from http://digitalcommons.unl.edu/mathmidactionresearch/58/.
Liedtke, W., & Sales, J. (2001). Writing tasks that succeed. Mathematics Teaching In The Middle School, 6(6), 350-355.
Lim, L., & Pugalee, D. K. (2006a). Using journal writing to explore “they communicate to learn mathematics and they learn to communicate mathematically”. The Ontario Action Researcher, 7(2), 1-15.
Lim, L., & Pugalee, D. K. (2006b). The effects of writing in a secondary applied mathematics class: A collaborative action research project. ARexpeditions, Retrieved November 23, 2007 from arexpeditions.montana.edu
Losike-Sedimo, N. (2018). Mother’s influence on cognitive development: A cultural perspective. Advances in Social Sciences Research Journal, 5(1), 310-324.
Lynch, R. K. (2003). Implementing journal writing in the mathematics classroom: Cases of three middle school teachers (Unpublished doctoral dissertation). Indiana University, the USA.
Markert, L. P. (2019). Writing to learn in middle school mathematics: The effects on academic achievement (Unpublished doctoral dissertation). Mercer University, the USA.
Marlow, E. (2006). Writing in the mathematics curriculum. Journal of Instructional Psychology, 33(2), 120-123.
Mason, R., & McFeetors, P. (2002). Interactive writing in mathematics class: Getting started. Mathematics Teacher, 95(7), 532-536.
McIntosh, M., & Draper, R. (2001). Using learning logs in mathematics: Writing to learn. Mathematics Teacher, 94(7), 554-557.
McMillan, J., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. Boston MA: Pearson.
Milli Eğitim Bakanlığı [MEB]. (2007). İlköğretim matematik dersi öğretim programı ve kılavuzu, Ankara: MEB Yayınları.
Meier, J., & Rishel, T. (1998). Writing in the teaching and learning of mathematics (MAA Notes 48). Washington: The Mathematical Association of America.
Miller, L. D. (1991). Writing to learn mathematics. Mathematics Teacher, 84(7), 516-521.
Nagin, C., & National Writing Project. (2003). Because writing matters: İmproving student writing in our schools. San Francisco: Jossey Bass.
National Council of Teachers of Mathematics [NCTM]. (1989). Curriculum and evaluation standards for school mathematics. Reston: NCTM.
Nie, Y., Yeo S., M., & Lau S. (2007). Application of generalizability theory in the investigation of the quality of journal writing in mathematics. Studies in Educational Evaluation, 33(3-4), 371–383.
Ntenza, S. P. (2006). İnvestigating forms of children’s writing in grade 7 mathematics classrooms. Educational Studies in Mathematics, 61(3), 321–345.
O’Connel, S., Beamon, C., Beyea, J., Denvir, S., Dowdall, L., Friedland, N., & Ward, J. (2005). Aiming for understanding: Lessons learned about writing in mathematics. Teaching Children Mathematics, 12(4), 192-199.
Özkan, P. (2019). Öğrenme amaçlı yazma etkinliklerinin 6. sınıf öğrencilerinin alan ölçme konusundaki kavrayışlarına etkisi (Yayımlanmamış yüksek lisans tezi). Bolu Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü, Bolu.
Öztürk, F., Öztürk, B. ve Işık, A. (2016). Ortaokul matematik öğretmenlerinin yazmaya ve öğrenme amaçlı yazma aktivitelerine bakış açılarının belirlenmesi. Bayburt Eğitim Fakültesi Dergisi, 11(2), 306-327.
Phillis, C. (2020). Exploring teachers’ use and perceptions of writing in the mathematics classroom: A case study at the secondary level (Unpublished doctoral dissertation). University of Massachusetts Lowell, USA.
Pugalee, D. K. (2004). A comparison of verbal and written descriptions of students’ problem solving processes, Educational studies in mathematics, 55(1), 27-47.
Pugalee, D. K. (2001). Writing, mathematics and metacognition: Looking for connections through students’ work in mathematical problem solving. School Science and Mathematics, 101(5), 236–245.
Quinn, R. J., & Wilson, M. M. (1997). Writing in the mathematics classroom: Teachers beliefs and practices. The Clearing House, 71(1), 14-20.
Reilly, E. (2007). Writing to learn: A mixed-methods study (Unpublished doctoral dissertation). Indiana University of Pennsylvania, Pennsylvania.
Rivard, L. P., & Straw, S. B. (2000). The Effect of talk and writing on learning science: An exploratory study. Science Education, 84(5), 566–593.
Roskin, J. (2010). Writing and student achievement and engagement in mathematics classroom (Unpublished master’s thesis). Caldwell College, New Jersey.
Senemoğlu, N. (2000). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya. Ankara: Gazi Kitabevi.
Seto B., & Meel, D. E. (2006). Writing in mathematics: Making it work. Primus, 16(3), 204-232.
Shanahan, T. (2006). Relations among oral language, reading, and writing development. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 171–183). New York: Guilford.
Shield, M., & Galbraith, P. (1998). The analysis of student expository writing in mathematics. Educational Studies in Mathematics, 36(1), 29–52.
Silver, E. A., & Smith, M. S. (1996). Building discourse communities in mathematics classrooms: A worthwhile but challenging journey. In P. Elliott (Ed.), Communication in Mathematics (pp. 20-28). Reston: NCTM
Sipka, T. (1992). Writing in mathematics: A plethora of possibilities. In A. sterrett (Ed.), Using writing to teach mathematics (pp. 11-14). Washington DC: The Mathematical Association of America.
Smagorinsky, P. (1995). Constructing meaning in the disciplines: Reconceptualizing writing across the curriculum as composing across the curriculum. American Journal of Education, 103(2), 160–184.
Smagorinsky, P., & Mayer, R. E. (2014). Learning to be literate. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 605–625). Cambridge, UK: Cambridge University Press.
Solomon, Y., & O’Neill, J. (1998). Mathematics and narrative. Language and Education, 12(3), 210-221.
Tanner, K. D. (2012). Promoting student metacognition. CBE—Life Sciences Education, 11, 113-120.
Teledahl, A. (2016). Knowledge and writing in school mathematics: A communicational approach. (Unpublished doctoral dissertation). Örebro University, Sweden.
Tekin-Aytaş, Ç. ve Uğurel, I. (2016). Bir matematik sınıfındaki yazma aktivitelerine dayalı öğretim uygulamasının öğrencilerin öğrenmeleri üzerindeki etkileri. Millî Eğitim Dergisi, 45(211), 113-146.
Uğurel, I., Tekin Ç., Yavuz S. ve Keçeli, S. (2009). Matematiğe yönelik tutumun belirlenmesinde alternatif bir araç: Teşvik edici yazma aktivitesi (teya). Bilim Eğitim ve Düşünce Dergisi, 9(1), 1-19.
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber, & A. S. Carton (Eds.), The Collected Works of L. S. Vygotsky (Vol. 1), Problems of General Psychology (pp. 39-285). New York: Plenum Press.
Vygotsky, L. S. (1985). Düşünce ve dil (S. Koray, Çev.), İstanbul: Sistem Yayınları.
Williams, K. (2003). Writing about the problem-solving process to improve problem solving performance. Mathematics Teacher, 96(3), 185-187.
Witzel, B., & Riccomini, P. (2007). Optimizing the math curriculum to meet the learning needs of students. Preventing School Failure, 52(1), 13-18.
Yalvaç, B., (2019). Sekizinci sınıf öğrencilerinin cebir öğrenme alanında matematiksel dili kullanma becerilerinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Yeşildere, S. (2010). İlköğretim matematik öğretmen adaylarının matematiksel alan dilini kullanma yeterlikleri. Boğaziçi Üniversitesi Eğitim Dergisi, 24(2), 61-70.
Yetim-Karaca, S. ve Ada, S. (2018). Öğrencilerin matematik dersine ve matematik öğretmenine yönelik algılarının metaforlar yardımıyla belirlenmesi. Kastamonu Education Journal, 26(3), 789-800.
Yıldırım, A. ve Simsek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri, Ankara: Seçkin Yayıncılık.
Yılmaz, N. (2015). Cebir öğretiminde yazma etkinliklerini kullanmanın ortaokul 7. Sınıf öğrencilerinin başarılarına etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 357-376.
Yüzerler, S. (2013). 6. ve 7. Sınıf öğrencilerinin matematiksel dili kullanabilme becerileri (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Konya.

Yazma Uygulamaları İle Destekli Matematik Derslerinde Öğrencilerin Bilişsel Öğrenmelerinin İncelenmesi

Year 2020, Volume: 11 Issue: 2, 528 - 583, 31.08.2020

Ercan Atasoy , Adnan Baki

https://doi.org/10.16949/turkbilmat.703648

Abstract

Araştırmanın amacı, açıklayıcı ve günlük yazma uygulamalarının farklı akademik başarıya sahip 7. sınıf öğrencilerinin, matematikteki bilişsel öğrenmelerine katkısını incelemektir. Araştırmada nitel araştırma yaklaşımı benimsenmiştir. Dersler 28 öğrenciden oluşan bir 7. sınıfta ‘doğrular, açılar ve açıları ölçme, tam sayılarla işlemler, rasyonel sayılar, cebirsel ifadeler, denklemler, oran ve orantı’ konularında hazırlanmış toplam 26 açıklayıcı yazma etkinliği ve 6 günlük yazma etkinliği kullanılarak yürütülmüştür. 14 hafta süren derslerde öğrencilerin açıklayıcı yazma etkinliklerinden ve günlüklerinden elde edilen yazılı açıklamalara içerik analizi yapılarak üç tema ve bu tema altında kodlar oluşturulmuştur. Ayrıca açıklayıcı yazma etkinlikleri analitik dereceli puanlama anahtarı (ADPA) kullanılarak analiz edilmiştir. Ayrıca bulgular; (1) öğrencilerin yaptıkları açıklamaların özellikleri, (2) matematiksel dili kullanma ve (3) matematiksel algoritma ve hesaplamalar olmak üzere üç tema altında kodlanarak sunulmuştur. Elde edilen verilere göre, yazma uygulamalarının özellikle başarı seviyesi orta olan öğrencilerin bilişsel gelişimine katkı sağladığı belirlenmiştir. Ayrıca farklı akademik başarı seviyesindeki öğrencilerin yazma uygulamalarına verdikleri cevapların da farklılık gösterdiği tespit edilmiştir. Araştırmanın sonuçlarına göre, yazma uygulamalarının uzun bir zaman dilimine yayılarak ve sürekli olarak kullanılması önerilmektedir.

Keywords

Açıklayıcı yazma, günlük yazma, bilişsel öğrenme

References

Akarsu-Yakar, E. & Yılmaz, S. (2017). Mathematical language skills of 7th grade students in the process of transforming the real life situation into a mathematical expression in algebra. Inonu University Journal of the Faculty of Education, 18(1), 292-310.
Akkuş, R., & Darendeli, D. (2020). Research trends on writing-to-learn in mathematics in Turkey: Between 2005 and 2020. International Journal of Educational Studies in Mathematics, 7(1), 1-13.
Albert, L., R. (2000). Outside-in–inside-out: seventh-grade students’ mathematical thought processes. Educational Studies in Mathematics, 41(2), 109–141.
Applebee, A. N. & Langer, J. A. (2006). The state of writing instruction in American’s schools: what existing data tell us. Albany: Center on English Learning & Achievement, University at Albany, State University of New York.
Atasoy, E. (2005). Matematik öğretiminde yazmanın kullanılması (Yayımlanmamış yüksek lisans tezi). Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. Ankara: Harf Eğitim Yayınları.
Banes, L. C. (2017). “Explain your answer”: Mathematical writing in linguistically diverse classrooms (Unpublished doctoral dissertation). California State University, the USA. Baxter, J., Woodward, J., & Olson, D. (2005). Writing in mathematics: An alternative form of communication for academically low-achieving students. Learning Disabilities Research & Practice, 20(2), 119-135.
Beasley, K., & Featherstone, H. (1995). The big old conversation, reflections on mathematical tasks and discourse (report no. 95-5), East Lansing, Michigan: National Center for Research on Teacher Learning.
Bellamy, D. (2017). College faculty members' perceptions of students' writing abilities (Unpublished doctoral dissertation). Walden University, the USA.
Block, N. E. (2005). How reading and writing influence student engagement and learning in the math classroom (Unpublished master’s thesis). Pacific Lutheran University, the USA.
Bolte, L. A. (1999). Enhancing and assessing preservice teachers’ integration and expression of mathematical knowledge. Journal of Mathematics Teacher Education, 2(2), 167–185.
Braine, G., & McNaught, C. (2007). Adaptation of the ‘Writing Across Curriculum’ model to the Hong Kong context. In J. Liu (Ed.), English language leaching in China: New approaches, perspectives and standards (pp. 311–328). London: Continuum International Publishing.
Brandenburg, M. (2002). Advanced math? Write!. Educational Leadership, 60(3), 67-68.
Britton, J., Burgess, T., Martin, N., Mcleod, A., & Rosen, H. (1975). The development of writing abilities (11-18). London: Macmillan Education.
Burns, M. (2005). Looking at how students reason. Educational Leadership, 63(3), 26-31.
Burns, M. (1995). Writing in math class a resource for grades 2-8. CA: Math Solutions Publications.
Burns, M. (2004). Writing in math. Educational Leadership, 62(2), 30-32.
Burns, M., & Silbey, R. (2001). Math journals boost real learning: How words can help your students work with numbers. Instructor, 110(7), 18-20.
Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi. Ankara:PegemA Yayınları.
Colonnese, M. W., Amspaugh, C. M., LeMay, S., Evans, K., & Field, K. (2018). Writing in the disciplines: How math fits into the equation. The Reading Teacher, 72, 379–387.
Cooley, L. (2002). Writing in calculus and reflective abstraction. Journal of Mathematical Behavior, 21(3), 255-282.
Çalıkoğlu-Bali, G. (2002). Matematik öğretiminde dil ölçeği. Hacettepe Eğitim Fakültesi Dergisi, 23, 57-61.
Davison, D. M., & Pearce, D. L. (1990). Perspectives on writing activities in the mathematics classroom. Mathematics Education Research Journal, 2(1), 15–22.
Demir, T. (2013). İlköğretim öğrencilerinin yaratıcı yazma becerileri ile yazma özyeterlik algısı ilişkisi üzerine bir çalışma. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 2(1), 84-114.
Demircioğlu, H., Argün, Z. ve Bulut S., (2010). Yazma tekniğinin kullanımına ilişkin ortaöğretim matematik öğretmen adaylarının görüşleri. C.Ü. Sosyal Bilimler Dergisi, 34(2), 40-46.
DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187-213.
DiBartolo, M. T. (2000). Writing opportunities as a teaching/learning tool in a college mathematics course (Unpublished Doctoral Dissertation). Columbia University, the USA.
Dur, Z. (2010). Öğrencilerin matematiksel dili hikaye yazma yoluyla iletişimde kullanabilme becerilerinin farklı değişkenlere göre incelenmesi (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
Ergün, M. ve Özsüer, S. (2006). Vygotsky’nin yeniden değerlendirilmesi. A.K.Ü. Sosyal Bilimler Dergisi, 8(2), 269-292.
Fluent, J. (2006). Writing and mathematical problem-solving: effects of writing activities on problem-solving skills of elementary students (Unpublished master dissertation). St. John Fisher College, New York.
Frenkel, J. J. (2004). Writing use and its effectiveness on high school students’ mathematics performance (Unpublished master’s thesis). University of Wisconsin-Oshkosh, the USA.
Fulwiler, T. (1984). How well does writing across the curriculum work?. College English, 46(2), 113-125.
Fuqua, B. (1997). Exploring math journals. Childhood Education, 74(2), 73-77.
Furner, J., & Duffy, M. (2002). Equity for all students in the new millennium: Disabling math anxiety. Intervention in School and Clinic, 38(2), 67-74.
Galbraith, D., & Baaijen, V. (2018). The work of writing: Raiding the inarticulate. Educational Psychologist, 53(4), 238–257.
Gibson, M., & Thomas, T. G. (2005). Quilting blocks: writing in the geometry classroom, Mathematics Teacher, 99(2), 108-111.
Graham, S., Kiuhara, S. A., & MacKay, M. (2020). The effects of writing on learning in science, social studies, and mathematics: A meta-analysis. Review of Educational Research, 90(2), 179–226.
Gray, P., & Feldman, J. (2004). Playing in the zone of proximal development: Qalities of self directed age mixing between adolascents and young children at a democratic school. American Journal of Education, 110(2), 193-200.
Greenes, C., Ginsburg, H., & Balfanz, R. (2004). Big maths for little kids. Early Childhood Research Quarterly, 19(1), 159-166.
Greer, A. R. (2010). Mathematical communication: A study of the impact expository writing in the mathematics curriculum has on student achievement (Unpublished doctoral dissertation). Capella University, Minneapolis.
Guce, I. K. (2018). The role of journal writing in senior high school students attitude toward mathematics. Internation Journal of Education and Researcher in Education, 7(2), 132-141.
Günel, M. (2009). Bilimsel süreç ve ilköğretim bilim eğitiminde öğrenme aracı olarak yazma. Elementary Education Online, 8(1), 200-211.
Güneş, F. (2013). Dil bilgisi öğretiminde yeni yaklaşımlar. Dil ve Edebiyat Eğitimi Dergisi, 2(7), 71-92.
Gürbüz, R. ve Birgin, O. (2008). Farklı öğrenim seviyesindeki öğrencilerin rasyonel sayıların farklı gösterim şekilleriyle işlem yapma performanslarının karşılaştırılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 85-94.
Hand, B., Yang, O. E. M. & Bruxvoort, C. (2007). Using writing-to-learn science strategies to improve year 11 students’ understandings of stoichiometry. International Journal of Science and Mathematics Education, 5(19), 125-143.
Herrick, C., J. (2005). Writing in the secondary mathematics classroom: research and resources (Unpublished master’s thesis). State University of New York College, Cortland. Hoffert, S.B. (2009). Mathematics: The universal language? Mathematics Teacher, 103(2), 130–139.
Hohenshell, L., Hand, B., & Staker, J. (2004). Promoting conceptual understanding of biotechnology: Writing to a younger audience. The American Biology Teacher, 66(5), 333-338.
Ishii, D. K. (2003). First-Time teacher-researchers use writing in middle school mathematic instruction. The Mathematics Educator, 13(2), 38–46.
İpşiroğlu Z. (2006).Yaratıcı yazma çalışmalarında yazının işlevi. İstanbul: Morpa Yayıncılık.
Jaafar, R. (2016). Writing-to-learn activities to provoke deeper learning in calculus. Primus, 26(1), 67-82.
Johnson, J., & Holcombe, M. (1993). Writing to learn in a content area. Clearing House, 66(3), 155 - 158.
Jurdak, M., & Zein, R. A. (1998). The Effect of journal writing on achievement in and attitutes toward mathematics. School Science and Mathematics, 98(8), 412-419.
Kartalcı, S. (2018). Matematik öğretiminde yazma tekniği kullanımının üstbilişsel davranışlara etkisi (Yayımlanmamış yüksek lisans tezi). Sivas Cumhuriyet Üniversitesi, Eğitim Bilimleri Enstitüsü, Sivas.
Kasa, B. (2009). Yazma etkinliklerinin ilköğretim 1. kademe öğrencilerinin matematik başarılarına ve tutumlarına etkisi (Yayımlanmamış yüksek lisans tezi), Pamukkale Üniversitesi, Sosyal Bilimler Enstitüsü, Denizli.
Keathley, M. W. (2018). Connecting writing across the curriculum with global leadership:A qualitative study (Unpublished doctoral dissertation). Indiana Institute of Technology, United States.
Kenyon, R. (1989). Writing is problem solving. In P. Connolly & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 73-87). New York: Teachers College Press.
Kerr, S. (1997). Why Vygotsky? The role of theoretical psychology in Russian education reform. Annual Meeting of the American Association for the Advancement of Slavic Studies. Seattle: University of Washington. Retrieved June 12, 2015, from http://faculty.washington.edu/stkerr/whylsv.html.
King, B. (1982). Using writing in the mathematics class: theory and practice. In C.W. Griffin (Ed.), New directions for teaching and learning: Teaching writing in all disciplines. (pp. 39-45). San Francisco: Jossey-Bass.
King, B., Raposo, D., & Gimenez, M. (2016). Promoting student buy-in: Using writing to develop mathematical understanding. Georgia Educational Researcher, 13(2), 31-52.
Klishis, L. A. (2003). The impact of student discourse and journal writing on the mathematics achievement of fifth grade students (Unpublished doctoral dissertation). West Virginia University, West Virginia.
Knipper, K., & Duggan, T. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher, 59(5), 462-470.
Kramarski, B., & Mizrachi, N. (2004). Enhancing mathematical literacy with the use of metacognitive guidance in forum discussion. Proceedings Of The 28th Conference Of The Internetional Group For The Psycology Of Mathematics Education, 3, 169-176.
Küçük, M. (2019). Yazma etkinliklerinin matematik öğretiminde problem çözme becerisine, tutum ve kaygıya etkisi (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Eğitim Bilimleri Enstitüsü, Denizli.
Lefler, S. (2006). Writing in a mathematics classroom: a form of communication and reflection. Action Research Projects:1-30. Retrieved July 15, 2010 from http://digitalcommons.unl.edu/mathmidactionresearch/58/.
Liedtke, W., & Sales, J. (2001). Writing tasks that succeed. Mathematics Teaching In The Middle School, 6(6), 350-355.
Lim, L., & Pugalee, D. K. (2006a). Using journal writing to explore “they communicate to learn mathematics and they learn to communicate mathematically”. The Ontario Action Researcher, 7(2), 1-15.
Lim, L., & Pugalee, D. K. (2006b). The effects of writing in a secondary applied mathematics class: A collaborative action research project. ARexpeditions, Retrieved November 23, 2007 from arexpeditions.montana.edu
Losike-Sedimo, N. (2018). Mother’s influence on cognitive development: A cultural perspective. Advances in Social Sciences Research Journal, 5(1), 310-324.
Lynch, R. K. (2003). Implementing journal writing in the mathematics classroom: Cases of three middle school teachers (Unpublished doctoral dissertation). Indiana University, the USA.
Markert, L. P. (2019). Writing to learn in middle school mathematics: The effects on academic achievement (Unpublished doctoral dissertation). Mercer University, the USA.
Marlow, E. (2006). Writing in the mathematics curriculum. Journal of Instructional Psychology, 33(2), 120-123.
Mason, R., & McFeetors, P. (2002). Interactive writing in mathematics class: Getting started. Mathematics Teacher, 95(7), 532-536.
McIntosh, M., & Draper, R. (2001). Using learning logs in mathematics: Writing to learn. Mathematics Teacher, 94(7), 554-557.
McMillan, J., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. Boston MA: Pearson.
Milli Eğitim Bakanlığı [MEB]. (2007). İlköğretim matematik dersi öğretim programı ve kılavuzu, Ankara: MEB Yayınları.
Meier, J., & Rishel, T. (1998). Writing in the teaching and learning of mathematics (MAA Notes 48). Washington: The Mathematical Association of America.
Miller, L. D. (1991). Writing to learn mathematics. Mathematics Teacher, 84(7), 516-521.
Nagin, C., & National Writing Project. (2003). Because writing matters: İmproving student writing in our schools. San Francisco: Jossey Bass.
National Council of Teachers of Mathematics [NCTM]. (1989). Curriculum and evaluation standards for school mathematics. Reston: NCTM.
Nie, Y., Yeo S., M., & Lau S. (2007). Application of generalizability theory in the investigation of the quality of journal writing in mathematics. Studies in Educational Evaluation, 33(3-4), 371–383.
Ntenza, S. P. (2006). İnvestigating forms of children’s writing in grade 7 mathematics classrooms. Educational Studies in Mathematics, 61(3), 321–345.
O’Connel, S., Beamon, C., Beyea, J., Denvir, S., Dowdall, L., Friedland, N., & Ward, J. (2005). Aiming for understanding: Lessons learned about writing in mathematics. Teaching Children Mathematics, 12(4), 192-199.
Özkan, P. (2019). Öğrenme amaçlı yazma etkinliklerinin 6. sınıf öğrencilerinin alan ölçme konusundaki kavrayışlarına etkisi (Yayımlanmamış yüksek lisans tezi). Bolu Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü, Bolu.
Öztürk, F., Öztürk, B. ve Işık, A. (2016). Ortaokul matematik öğretmenlerinin yazmaya ve öğrenme amaçlı yazma aktivitelerine bakış açılarının belirlenmesi. Bayburt Eğitim Fakültesi Dergisi, 11(2), 306-327.
Phillis, C. (2020). Exploring teachers’ use and perceptions of writing in the mathematics classroom: A case study at the secondary level (Unpublished doctoral dissertation). University of Massachusetts Lowell, USA.
Pugalee, D. K. (2004). A comparison of verbal and written descriptions of students’ problem solving processes, Educational studies in mathematics, 55(1), 27-47.
Pugalee, D. K. (2001). Writing, mathematics and metacognition: Looking for connections through students’ work in mathematical problem solving. School Science and Mathematics, 101(5), 236–245.
Quinn, R. J., & Wilson, M. M. (1997). Writing in the mathematics classroom: Teachers beliefs and practices. The Clearing House, 71(1), 14-20.
Reilly, E. (2007). Writing to learn: A mixed-methods study (Unpublished doctoral dissertation). Indiana University of Pennsylvania, Pennsylvania.
Rivard, L. P., & Straw, S. B. (2000). The Effect of talk and writing on learning science: An exploratory study. Science Education, 84(5), 566–593.
Roskin, J. (2010). Writing and student achievement and engagement in mathematics classroom (Unpublished master’s thesis). Caldwell College, New Jersey.
Senemoğlu, N. (2000). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya. Ankara: Gazi Kitabevi.
Seto B., & Meel, D. E. (2006). Writing in mathematics: Making it work. Primus, 16(3), 204-232.
Shanahan, T. (2006). Relations among oral language, reading, and writing development. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 171–183). New York: Guilford.
Shield, M., & Galbraith, P. (1998). The analysis of student expository writing in mathematics. Educational Studies in Mathematics, 36(1), 29–52.
Silver, E. A., & Smith, M. S. (1996). Building discourse communities in mathematics classrooms: A worthwhile but challenging journey. In P. Elliott (Ed.), Communication in Mathematics (pp. 20-28). Reston: NCTM
Sipka, T. (1992). Writing in mathematics: A plethora of possibilities. In A. sterrett (Ed.), Using writing to teach mathematics (pp. 11-14). Washington DC: The Mathematical Association of America.
Smagorinsky, P. (1995). Constructing meaning in the disciplines: Reconceptualizing writing across the curriculum as composing across the curriculum. American Journal of Education, 103(2), 160–184.
Smagorinsky, P., & Mayer, R. E. (2014). Learning to be literate. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 605–625). Cambridge, UK: Cambridge University Press.
Solomon, Y., & O’Neill, J. (1998). Mathematics and narrative. Language and Education, 12(3), 210-221.
Tanner, K. D. (2012). Promoting student metacognition. CBE—Life Sciences Education, 11, 113-120.
Teledahl, A. (2016). Knowledge and writing in school mathematics: A communicational approach. (Unpublished doctoral dissertation). Örebro University, Sweden.
Tekin-Aytaş, Ç. ve Uğurel, I. (2016). Bir matematik sınıfındaki yazma aktivitelerine dayalı öğretim uygulamasının öğrencilerin öğrenmeleri üzerindeki etkileri. Millî Eğitim Dergisi, 45(211), 113-146.
Uğurel, I., Tekin Ç., Yavuz S. ve Keçeli, S. (2009). Matematiğe yönelik tutumun belirlenmesinde alternatif bir araç: Teşvik edici yazma aktivitesi (teya). Bilim Eğitim ve Düşünce Dergisi, 9(1), 1-19.
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber, & A. S. Carton (Eds.), The Collected Works of L. S. Vygotsky (Vol. 1), Problems of General Psychology (pp. 39-285). New York: Plenum Press.
Vygotsky, L. S. (1985). Düşünce ve dil (S. Koray, Çev.), İstanbul: Sistem Yayınları.
Williams, K. (2003). Writing about the problem-solving process to improve problem solving performance. Mathematics Teacher, 96(3), 185-187.
Witzel, B., & Riccomini, P. (2007). Optimizing the math curriculum to meet the learning needs of students. Preventing School Failure, 52(1), 13-18.
Yalvaç, B., (2019). Sekizinci sınıf öğrencilerinin cebir öğrenme alanında matematiksel dili kullanma becerilerinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Yeşildere, S. (2010). İlköğretim matematik öğretmen adaylarının matematiksel alan dilini kullanma yeterlikleri. Boğaziçi Üniversitesi Eğitim Dergisi, 24(2), 61-70.
Yetim-Karaca, S. ve Ada, S. (2018). Öğrencilerin matematik dersine ve matematik öğretmenine yönelik algılarının metaforlar yardımıyla belirlenmesi. Kastamonu Education Journal, 26(3), 789-800.
Yıldırım, A. ve Simsek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri, Ankara: Seçkin Yayıncılık.
Yılmaz, N. (2015). Cebir öğretiminde yazma etkinliklerini kullanmanın ortaokul 7. Sınıf öğrencilerinin başarılarına etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 357-376.
Yüzerler, S. (2013). 6. ve 7. Sınıf öğrencilerinin matematiksel dili kullanabilme becerileri (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Konya.

There are 114 citations in total.

Details

Primary Language	English
Subjects	Other Fields of Education
Journal Section	Research Articles
Authors	Ercan Atasoy 0000-0003-4613-6950 Adnan Baki 0000-0002-1331-053X
Publication Date	August 31, 2020
Published in Issue	Year 2020 Volume: 11 Issue: 2

Cite

APA	Atasoy, E., & Baki, A. (2020). Investigation of Students’ Cognitive Learning in Mathematics Lessons Supported with Writing Activities. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11(2), 528-583. https://doi.org/10.16949/turkbilmat.703648
AMA	Atasoy E, Baki A. Investigation of Students’ Cognitive Learning in Mathematics Lessons Supported with Writing Activities. Turkish Journal of Computer and Mathematics Education (TURCOMAT). August 2020;11(2):528-583. doi:10.16949/turkbilmat.703648
Chicago	Atasoy, Ercan, and Adnan Baki. “Investigation of Students’ Cognitive Learning in Mathematics Lessons Supported With Writing Activities”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11, no. 2 (August 2020): 528-83. https://doi.org/10.16949/turkbilmat.703648.
EndNote	Atasoy E, Baki A (August 1, 2020) Investigation of Students’ Cognitive Learning in Mathematics Lessons Supported with Writing Activities. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 2 528–583.
IEEE	E. Atasoy and A. Baki, “Investigation of Students’ Cognitive Learning in Mathematics Lessons Supported with Writing Activities”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 11, no. 2, pp. 528–583, 2020, doi: 10.16949/turkbilmat.703648.
ISNAD	Atasoy, Ercan - Baki, Adnan. “Investigation of Students’ Cognitive Learning in Mathematics Lessons Supported With Writing Activities”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11/2 (August 2020), 528-583. https://doi.org/10.16949/turkbilmat.703648.
JAMA	Atasoy E, Baki A. Investigation of Students’ Cognitive Learning in Mathematics Lessons Supported with Writing Activities. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2020;11:528–583.
MLA	Atasoy, Ercan and Adnan Baki. “Investigation of Students’ Cognitive Learning in Mathematics Lessons Supported With Writing Activities”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 11, no. 2, 2020, pp. 528-83, doi:10.16949/turkbilmat.703648.
Vancouver	Atasoy E, Baki A. Investigation of Students’ Cognitive Learning in Mathematics Lessons Supported with Writing Activities. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2020;11(2):528-83.

Article Files

Full Text