Journal writing and mathematics instruction
Journal writing and mathematics instruction
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日记写作和数学教学
DOI：
10.1007/bf00315606
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发表时间：
1989
影响因子：
3.2
通讯作者：
Barbara J. Rose
中科院分区：
文献类型：
--
作者：
Raffaělla Borasi;Barbara J. Rose
在这篇文章中，我们讨论了教育价值从事数学的学生在一个特定的形式写作学习保持日志在整个数学课程。作为一个分析的结果，包括概念和经验的组成部分，我们认为，期刊有潜力，以促进数学教学在几个方面。当学生写日记时，可以鼓励他们表达和反思他们对数学的感受、知识、过程和信念，从而沿着这些维度成长。教师通过阅读学生日志，可以获得有关学生和课程的丰富信息，从而提高教学效果。最后，日记可以在教师和每个学生之间创造一种新的对话形式，从而允许更个性化的教学和支持性的课堂气氛。
In this article we discuss the educational value of engaging mathematics students in a specific form of writing to learn—the keeping of a journal throughout a mathematics course. As the result of an analysis which comprises both conceptual and empirical components, we suggest that journals have the potential to contribute to mathematics instruction in several ways. As the students write the journals, they can be encouraged to express and reflect upon their feelings, knowledge, processes and beliefs about mathematics, and consequently grow along each of these dimensions. By reading their students' journals, teachers may receive a wealth of information about their students and the course, and consequently improve their teaching. Finally, journals can create a new form of dialogue between the teacher and each student, thus allowing for more individualized instruction and a supportive classroom atmosphere.