Incorporating Writing into the Undergraduate Mathematics Curriculum

DeDieu, Lauren

Incorporating Writing into the Undergraduate Mathematics Curriculum

dc.contributor.author	DeDieu, Lauren
dc.date.accessioned	2018-01-31T23:28:33Z
dc.date.available	2018-01-31T23:28:33Z
dc.date.issued	2018-01-26
dc.description.abstract	Writing is essential in almost all careers, subjects, and disciplines. Many mathematics instructors have been using writing extensively in their courses and researchers testify to its benefits. These benefits include facilitating deeper understanding, developing communication skills, and providing instructors with deeper insights into students’ learning and reasoning. Writing in the math classroom can take a variety of forms including reflective (students reflect on their personal thoughts, feelings, and experiences that relate to the content being learned), expository (students explain complex ideas to non-experts), and excogitative (students explain their mathematical thinking carefully and thoroughly, often coupled with a mathematical proof or computation). In my poster, I documented the writing projects I have tried in my university math classrooms and students’ reactions to them.	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/5463
dc.identifier.uri	http://hdl.handle.net/1880/106382
dc.language.iso	en	en_US
dc.publisher.department	Mathematics & Statistics	en_US
dc.publisher.faculty	Science	en_US
dc.rights	Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.	en_US
dc.rights.uri	https://creativecommons.org/licenses/by/4.0	en_US
dc.title	Incorporating Writing into the Undergraduate Mathematics Curriculum	en_US
dc.type	conference poster