Γραπτές εργασίες στο μάθημα των μαθηματικών: ένα αξιόλογο εργαλείο για τον εμπλουτισμό της διδακτικής πράξης

Περίληψη

In this article we discuss the educational value of engaging mathematics students in some specific forms of writing to learn. Three types of writing assignments have been tried with eleventh year secondary students in the comprehensive school of Patras, during the school year 1989-90. The experiences we have had with students using those specific forms of writing are presented and the overall effectiveness of this teaching strategy is discussed. The results showed that the participants considered the new writing assignments as a viable alternative to the previous traditional format and felt that they gave rise to an increase in their interest in mathematics, as well as stimulated their more active participation and their reflection on meaningful learning. Finally, the present study revealed the positive role of those specific writing forms in the process of mathematics learning, suggesting that involving students in these activities could contribute in a complementary way to their learning of mathematics.