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International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
  • e-ISSN: 1306-3030
  • First published in 2006
JOURNAL ARCHIVE
The Impact of Writing Practices on Students’ Mathematical Attainment
Ali Bicer 1 * , Celal Perihan 2, Yujin Lee 3
1 University of Wyoming, USA2 Idaho State University, USA3 Texas A&M University, USA
* Corresponding Author
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Bicer A, Perihan C, Lee Y. The Impact of Writing Practices on Students’ Mathematical Attainment. Int Elect J Math Ed. 2018;13(3), 305-313. https://doi.org/10.12973/iejme/3922
APA 6th edition
In-text citation: (Bicer et al., 2018)
Reference: Bicer, A., Perihan, C., & Lee, Y. (2018). The Impact of Writing Practices on Students’ Mathematical Attainment. International Electronic Journal of Mathematics Education, 13(3), 305-313. https://doi.org/10.12973/iejme/3922
Chicago
In-text citation: (Bicer et al., 2018)
Reference: Bicer, Ali, Celal Perihan, and Yujin Lee. "The Impact of Writing Practices on Students’ Mathematical Attainment". International Electronic Journal of Mathematics Education 2018 13 no. 3 (2018): 305-313. https://doi.org/10.12973/iejme/3922
Harvard
In-text citation: (Bicer et al., 2018)
Reference: Bicer, A., Perihan, C., and Lee, Y. (2018). The Impact of Writing Practices on Students’ Mathematical Attainment. International Electronic Journal of Mathematics Education, 13(3), pp. 305-313. https://doi.org/10.12973/iejme/3922
MLA
In-text citation: (Bicer et al., 2018)
Reference: Bicer, Ali et al. "The Impact of Writing Practices on Students’ Mathematical Attainment". International Electronic Journal of Mathematics Education, vol. 13, no. 3, 2018, pp. 305-313. https://doi.org/10.12973/iejme/3922
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Bicer A, Perihan C, Lee Y. The Impact of Writing Practices on Students’ Mathematical Attainment. Int Elect J Math Ed. 2018;13(3):305-13. https://doi.org/10.12973/iejme/3922

Abstract

The purpose of this meta-analysis was to examine the effects of writing intervention on students’ mathematical attainment based on their achievement (mathematics standardized test scores) and their attitudes toward mathematics (mathematical motivation and interest). Twelve studies with 19 effect sizes were selected for inclusion in the present meta-analysis. Results indicated that the overall effect size equalled 0.42. The small sample size (12 studies) in the present meta-analysis limits the generalizations that might be made regarding the overall impact of writing intervention on students’ mathematical attainment. However, the implication from the present study is that integrating writing into mathematics classrooms can be a useful instructional strategy to increase students’ mathematics success.

Keywords

integrating writing into mathematics writing in mathematics mathematical writing mathematical attainment

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