Investigating Forms of Children's Writing in Grade 7 Mathematics Classrooms |
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| Authors: | S Philemon Ntenza |
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| Institution: | (1) School of Science, University of KwaZulu-Natal, Faculty of Education, Mathematics and Technology Education Edgewood Campus, P.Bag X03, Ashwood, 3605, Republic of South Africa |
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| Abstract: | Recent changes in mathematics curricula, both in South Africa and elsewhere, have begun to change the overwhelmingly symbolic
nature of mathematics in schools (in the sense of use of mathematical symbolism), promoting more use of the oral and written
language. Engaging students in `Writing-to-Learn' activities in mathematics classrooms has been identified and claimed by
various mathematics education researchers as having a positive impact on the learning of mathematics. In this paper, I report
on a piece of research, which is part of a broader study, on forms of mathematical writing and written texts produced by learners
in grade 7 (12–13-year-olds) classes in six junior high schools in KwaZulu-Natal, in South Africa. |
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| Keywords: | communication forms of writing junior high school learning mathematics mathematical writing writing and assessment writing-to-learn written text |
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