Wednesday, March 26, 2008
Voices calling out to be heard
Theorized transcriptions are ready and analysis for chapter six is on its way. Reading and re-reading the data made me take a moment to here the voice of those searching for help. It was impressive, almost as if they were in agony trying to find a friendly hand that would pull them out of a hole. The identity of those looking for help, of those that wanted to succeed in mathematics and could not find a way out by “themselves.”
It was not only saying “I have this problem,” it went deeper than that. It was not only stating “I am trying to think … I’m guessing,” instead it was openly stating how confused they were, because they “don’t see why” or they “don’t see where” it went wrong. And then, they “stopped,” they “stop there” because they “don’t understand.”
It was not only saying “I have this problem,” it went deeper than that. It was not only stating “I am trying to think … I’m guessing,” instead it was openly stating how confused they were, because they “don’t see why” or they “don’t see where” it went wrong. And then, they “stopped,” they “stop there” because they “don’t understand.”
Labels: data analysis, mathematics, writing in math
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
