The Write Way: A Look at Journal Writing in First-Year Algebra

Abstract

With changes in mathematical content and instructional techniques in first-year algebra, we are forced to change the tasks we give students as a means of expressing their understandings. Homework papers consisting of endless drill with no thrill cannot give a good indication of what students are learning. Test questions that focus on applying an algorithm cannot assess how students connect mathematical ideas. Neither traditional measure gives adequate information about how students have constructed generalizations or about attitudinal changes. Thus, traditional tasks do not give a clear picture of what students understand or believe.