Effect of Writing in Mathematics on Students' Conceptual Understanding of Geometry

The Effect of Writing in Mathematics on Students' Conceptual Understanding of Geometry
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The Effect of Writing in Mathematics on Students' Conceptual Understanding of Geometry
1 Purpose
This study aimed to determine how writing in mathematics classes affected students' conceptual knowledge. Through writing, this research endeavour assessed pupils' conceptual knowledge level. The research question to be answered by the study was how writing aids the conceptual understanding of pupils concerning their knowledge of Mathematics.
2 Rationale
Since the NCTM endorsed mathematical communication in its 1989 and 2000 publications about students learning mathematics in schools, it is becoming more and more crucial for enhancing students' conceptual comprehension. The overall understanding is that pupils' conceptual knowledge development requires effective mathematical communication. Research by Ulfa and Puspaningtyas (2020) also shows that pupils may learn through describing and writing. Our observations show that pupils have trouble explaining their thinking. When asked to explain their responses, pupils frequently repeat the calculation processes rather than the reasoning behind them and the mathematical facts. Students can better understand difficulties and express their views if they are encouraged to acquire and use exact mathematical language.
Therefore, this begs the question, what are the best methods for fostering communication in mathematics? How might writing techniques aid pupils' comprehension? Researchers have suggested writing techniques to aid students' conceptual and mathematical knowledge and communication. The purpose of this study was to determine whether writing meets the needs of our pupils. This study aimed to investigate which written prompts are better at fostering students' learning. Additionally, the research site school has highlighted the value of conversation and writing. As a result, teachers should encourage pupils to communicate their thoughts orally and in writing. Teachers who want to assist their pupils in acquiring mathematical language and understanding concepts may find this action study useful. With this in mind, the study's results will help kids learn languages and comprehend math.
3 Research design and procedures
A qualitative case study was carried out to gather information regarding the writings of three particular pupils.
Subjects
Our study was carried out in a trimester-based transfer high school in New York City. Small public high schools are transfer high schools. They assist pupils over the typical school age limit or with insufficient credits for their grade levels. Additionally, transfer high schools give students who struggled in regular high schools the framework and assistance they need to start over. Additionally, they are a choice for international students.
Measurement Instruments
The instruments used in this investigation were a survey questionnaire and mathematical journals. To gauge their conceptual knowledge, the researchers examined the mathematical journals of the pupils. The classroom teacher gave writing prompts for the math journals. Each writing question asked students to describe their thought process, including the facts provided, any relevant mathematical concepts, tactics, and an explanation of how they solved the problem. After this investigation, researchers performed an online survey with each geometry student. Students' thoughts about the writing process and writing in mathematics were gathered through a survey. After the study, all students participated in an online survey to discuss their experiences with writing in mathematics.
Data Collection and Analysis
The qualitative case study methodology was the study's main focus. The class received writing prompts daily, but the teacher offered general feedback twice a week. Teachers offered each of the three target participants specific writing advice. The degrees of mathematical and conceptual knowledge were determine...