Using Writing in College Mathematics Courses
Abstract
Researchers have suggested that journal writing based on metacognition, the conscious monitoring of one's thought processes, is highly beneficial for students. Although they acknowledge that certain benefits can be derived from the use of such journals, the authors' experience with using journals in basic college mathematics courses is that the affective nature of open journal writing rarely impacts student achievement or grades. The authors attempted to influence students' attitudes toward mathematics as well as their mathematical skills by using focused prompts in journals. They discuss the results of using such prompts in two undergraduate mathematics courses.
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