Informal writing-to-learn as a dimension of a student profile |
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Authors: | Andrew Waywood |
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Institution: | (1) Australian Catholic University, Christ Campus, P.O. Box 213, 3166 Oakleigh, Australia |
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Abstract: | In this paper an aspect (student questioning) of a pedagogical model of writing-to-learn will be explored. It will be shown that the task of keeping a journal (as defined within the model) has two salient assessment features: The journals differentiate between students at a particular grade level; and, they show a growth in sophistication over successive years. These two features of writing-to-learn recommend its use as a dimension for profiling students' progress in learning mathematics. It will be argued that profiles developed from journal writing enrich the picture of the student as learner. |
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