Wednesday, June 06, 2007
One step further ...
Writing a general outline and adding the authors related to each subtopic allowed me to organize what I have read about 'writing in mathematics.' This also showed me I had too many articles about practices and too little research articles. So, I had to go back to the library and get a few more. Journals such as School Science and Mathematics and Educational Studies in Mathematics included research articles about this topic up to 2005. This is promising, since most of what I had before was from the eighties and nineties.
On Monday I started writing. I decided to read in the mornings and write in the afternoons. In this way, if I need to read something new to clarify my ideas I can work on that in the morning, while I keep writing the revisions of Chapter 2 in the afternoon. During the evening I can dig up an old article to clarify an author's idea or work on a specific recommendation. At first, I though I had to rewrite the whole chapter, but then I realized I can add a new section and insert references to it along the chapter. I don't know yet if this will work, but I am working on it!!
To push myself I am going to the library during the day and working on periods of time of two to three hours each. If I think I am done before my time schedule, I try to do something else until the clock tells me its time to go. Little by little ...
References:
Clark, D., & Waywood, A. (1993, October). Probing the structure of mathematics writing. Educational Studies in Mathematics, 25(3), 235-250.
Mason, R. & McFeetors, P. (2002, October). Interactive writing in mathematics class: Getting started. Mathematics Teacher, 95(7), 532-536.
Pugalee, D. K. (2001, May). Writing, mathematics, and metacognition: Looking for connections through student's work in mathematical problem solving. School Science & Mathematics, 101(5), 236-245.
Stonewater, J. (2002, November). The mathematics writer's checklist: the development of a preliminary assessment tool for writing in mathematics. School Science & Mathematics, 102(3), 324-334.
Stonewater, J. (2005, January). Inquiry teaching and learning: The best math class study. School Science & Mathematics, 105(1), 36-47.
On Monday I started writing. I decided to read in the mornings and write in the afternoons. In this way, if I need to read something new to clarify my ideas I can work on that in the morning, while I keep writing the revisions of Chapter 2 in the afternoon. During the evening I can dig up an old article to clarify an author's idea or work on a specific recommendation. At first, I though I had to rewrite the whole chapter, but then I realized I can add a new section and insert references to it along the chapter. I don't know yet if this will work, but I am working on it!!
To push myself I am going to the library during the day and working on periods of time of two to three hours each. If I think I am done before my time schedule, I try to do something else until the clock tells me its time to go. Little by little ...
References:
Clark, D., & Waywood, A. (1993, October). Probing the structure of mathematics writing. Educational Studies in Mathematics, 25(3), 235-250.
Mason, R. & McFeetors, P. (2002, October). Interactive writing in mathematics class: Getting started. Mathematics Teacher, 95(7), 532-536.
Pugalee, D. K. (2001, May). Writing, mathematics, and metacognition: Looking for connections through student's work in mathematical problem solving. School Science & Mathematics, 101(5), 236-245.
Stonewater, J. (2002, November). The mathematics writer's checklist: the development of a preliminary assessment tool for writing in mathematics. School Science & Mathematics, 102(3), 324-334.
Stonewater, J. (2005, January). Inquiry teaching and learning: The best math class study. School Science & Mathematics, 105(1), 36-47.
Labels: dissertation, mathematics, review of literature, time management, writing in math
