The Impact of Writing Practices on Students’ Mathematical Attainment

Ali Bicer; Celal Perihan; Yujin Lee

doi:10.12973/iejme/3922

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Ali Bicer ¹ ^* , Celal Perihan ², Yujin Lee ³

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¹ University of Wyoming, USA² Idaho State University, USA³ Texas A&M University, USA^* Corresponding Author

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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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.

Article Type: Research Article

INT ELECT J MATH ED, 2018, Volume 13, Issue 3, 305-313

https://doi.org/10.12973/iejme/3922

Publication date: 07 Oct 2018

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How to cite this article

APA

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

Vancouver

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

AMA

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

Chicago

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

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

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