International Electronic Journal of Mathematics Education

Enhancing Students’ Understanding in Calculus Trough Writing
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2009 - Volume 4 Issue 1, pp. 36-55
  • Published Online: 04 Apr 2009
  • Article Views: 659 | Article Download: 1374
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Idris N. Enhancing Students’ Understanding in Calculus Trough Writing. Int Elect J Math Ed. 2009;4(1), 36-55.
APA 6th edition
In-text citation: (Idris, 2009)
Reference: Idris, N. (2009). Enhancing Students’ Understanding in Calculus Trough Writing. International Electronic Journal of Mathematics Education, 4(1), 36-55.
Chicago
In-text citation: (Idris, 2009)
Reference: Idris, Noraini. "Enhancing Students’ Understanding in Calculus Trough Writing". International Electronic Journal of Mathematics Education 2009 4 no. 1 (2009): 36-55.
Harvard
In-text citation: (Idris, 2009)
Reference: Idris, N. (2009). Enhancing Students’ Understanding in Calculus Trough Writing. International Electronic Journal of Mathematics Education, 4(1), pp. 36-55.
MLA
In-text citation: (Idris, 2009)
Reference: Idris, Noraini "Enhancing Students’ Understanding in Calculus Trough Writing". International Electronic Journal of Mathematics Education, vol. 4, no. 1, 2009, pp. 36-55.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Idris N. Enhancing Students’ Understanding in Calculus Trough Writing. Int Elect J Math Ed. 2009;4(1):36-55.

Abstract

The purpose of this study was to investigate the effects of using writing activities on students’ understanding and achievement in Calculus. The design of this study was quasi-experimental. The subjects of this study consisted of two secondary schools in one of the states in Malaysia. Each school was assigned one intact class of Form Four to be the experimental group and another one intact class as the control. The experimental group learned mathematics by using the writing activities for five weeks, while the control group learned mathematics by using traditional whole-class instruction. A 20-item Calculus Achievement test was designed with reliability .87. The findings showed that the experimental group exhibited significantly greater improvement on calculus achievement. The students showed positive reaction towards the use of writing. Findings of this study provide information to schools to take advantage of writing activities to promote understanding.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.