<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>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 mathematical learning processes. However, most research on mathematical writing has focused on individual writing-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 collaboration. 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 mathematics education. Finally, we provide guidelines for designing collaborative knowledge-constituting writing activities, discussing the importance of prompts and guidance.</p>
</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 mathematical learning processes. However, most research on mathematical writing has focused on individual writing-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 collaboration. 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 mathematics education. Finally, we provide guidelines for designing collaborative knowledge-constituting writing activities, discussing the importance of prompts and guidance.

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

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Writing is not only a tool for communication but can assist in generating, elaborating and structuring knowledge, which is commonly referred to as...

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

Publié en ligne: 11 juil. 2022

Pages: 133 - 147

DOI: https://doi.org/10.23770/rt1817

Mots clés
epistemic writing, writing-to-learn, mathematical writing, collaborative learning, mathematical argumentation, heuristic worked examples, collaboration scripts

© 2018 Anselm Strohmaier et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

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

Publié en ligne: 11 juil. 2022

Pages: 133 - 147

DOI: https://doi.org/10.23770/rt1817

Mots clésepistemic writing, writing-to-learn, mathematical writing, collaborative learning, mathematical argumentation, heuristic worked examples, collaboration scripts

© 2018 Anselm Strohmaier et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Mots clés
epistemic writing, writing-to-learn, mathematical writing, collaborative learning, mathematical argumentation, heuristic worked examples, collaboration scripts