Writing to Learn Mathematics

An Exploratory Study

Introduction
Current Condition: Problem solving in mathematics
had always been a tedious task for students. They need not only read and understand the problem itself, they also have to use the most applicable method of solving the problem. Oftentimes do the students find the problem easy to solve when they follow the pattern of solution that their teacher has used, however, as the problem differs, they slowly get lost on how it will be solved. They oftentimes ask the teacher to explain how the solution can be done.

Desired Condition: Solving mathematical problem

correctly should not be limited to just finding the final answer using similar patterns to that which was first used. Understanding how the problem can be solved and express it through writing will enable students to learn the subject matter better than just merely copying how it is done. Having notes and solution procedure clear in their minds, although the assessment will take more than a week to be given out, students will still be able to solve problems effectively.

Gap Between the Two Conditions: Students

are not fond of expressing their thoughts through writing. They would rather copy all solutions written on the board instead of writing notes on how the problem was solved based on how they understood it. Class participation through board work is also avoided by students when they find that the problem to be solved is different from the example problems given.

Rationale: The study will explore on the

written responses of students along with numerical solution.

Objectives of the Study

General Objective:
Explore on the use of written/composition solution as a means of enhancing students learning of Mathematics.

Specific Objectives:
Determine students performance in the problem solving test after being exposed to numerical and written problem solving solution.

 Compare performance of students numerical and written solution in the following strata: Strata A: HiN/HiW Strata B: HiN/LoW Strata C: LoN/HiW

Determine students perception on the use of writing as the means to enhance their learning of Mathematics.

Methodology
Pre-experimental research design will be used in this study. One-Shot Case Study. Similar studies include Writing to Learn Mathematics: A Mixed Method Study by Edel Mary Reilly

 Pre-Experimental Design Pre-experimental designs are so named because they follow basic experimental steps but fail to include a control group. In other words, a single group is often studied but no comparison between an equivalent non-treatment group is made.

Determine students performance in the problem solving test after being exposed to numerical and written problem solving solution.

A lesson plan will be formulated to fit the setting of the study. Students will be taught problem solving both using numerical solution and written solution. Numerical solution is the solution that will require mathematical notations and symbol, while written solution is the explanation of how the solution was made. Numerical solution will be corrected objectively while a qualitative rubric will be used to check the written solution.

Compare performance of students numerical and written solution in the following strata: A,B, and C.

Students will be clustered into three strata. Each stratum is composed of students who have obtained a high score on either numerical or written solution. Students who have obtained high score on both their numerical and written will belong to Strata A; students with high numerical but low written solution scores will belong to Strata B; and students who have obtained low score on numerical solution but high on written solution will belong to Strata C.

Determine students perception on the use of writing as the means to enhance their learning of Mathematics.

A student from each stratum will then be interviewed to determine his/her perception of writing as a means to enhance their learning of mathematics.

Data Analysis
The study will utilize two forms of tests: numerical and written. The numerical solution will be corrected objectively taking into consideration each step provided in the answer. The written solution will be checked using a qualitative rubric following several criteria such as mathematical concept, reasoning, explanation, completion, neatness and organization, errors, and strategy/procedure.

Determine students performance in the problem solving test after being exposed to numerical and written problem solving solution.

A high mark on numerical solution indicates high ability of student to express his learning using the numerical form while a high sum from the rubric on written solution indicates students learning expressed using his own words and understanding. The number of students obtaining a high score form each type of test will then be weighed using frequency distribution, mean and standard deviation to see where the distribution of scores lie.

Compare performance of students numerical and written solution in the following strata: A,B, and C.

After clustering the students on each stratum based on the result of their scores on numerical and written, the number of students will then be weighed from each. Initially, frequency distribution will be used to determine how many students belong to each stratum once the scores on both types of test were obtained. Weighted mean and standard deviation will be used to describe the distribution of scores on each stratum using both test scores.

Determine students perception on the use of writing as the means to enhance their learning of Mathematics.

Interactive interviewing will be used in this part of the study to determine the current perception of students about writing as a means to enhancing their learning of mathematics.

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