Collaborative epistemic writing and writing-to-learn in mathematics: can it foster mathematical argumentation competence?

Autor/inn/en	Strohmaier, Anselm; Vogel, Freydis; Reiss, Kristina M.
Titel	Collaborative epistemic writing and writing-to-learn in mathematics: can it foster mathematical argumentation competence?
Quelle	In: RISTAL : Research in Subject-matter Teaching and Learning, 1 (2018) 1, S. 135-149Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2616-7697
Schlagwörter	Problemlösen; Lernumgebung; Argumentation; Schreiben; Schreibkompetenz; Mathematikunterricht; Mathematisches Denken; Kollaboration; Beweis; Studie
Abstract	Writing is not only a tool for communication but can assist in generating, elaborating and structuring knowledge, which is commonly referred to as writing-to-learn. This can be beneficial in many mathemat-ical learning processes. However, most research on mathematical writing has focused on individual writ-ing-to-learn in problem solving activities. In contrast, only few studies considered possible benefits for the fostering of mathematical argumentation and proving, particularly when writing-to-learn occurs in collab-oration. We review fundamental principles of writing-to-learn in mathematics education and elaborate how it could be implemented in collaborative learning settings. We refer to previous research on fostering mathematical argumentation skills as well as to theories of writing-to-learn from other areas within math-ematics education. Finally, we provide guidelines for designing collaborative knowledge-constituting writ-ing activities, discussing the importance of prompts and guidance. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1