June 26, 2011
June 26, 2011
June 29, 2011
22.86.1 - 22.86.24
A PRELIMINARY INVESTIGATION OF USING WRITING AS A CRITICAL THINKING TOOL IN CONTEMPORARY MATHEMATICS AbstractThis study examines the relationship among learning, writing, critical thinking, and knowledge retention.Having noted students’ surprise at failing a math placement test when they believe they “know” thematerial on it, the author hypothesizes that a lack of critical thinking about the material in earlier mathcourses allows students’ memory of it to fade over time. The author uses Bloom’s Taxonomy, asmodified and published in 2001, to show the need for higher-level thinking to facilitate knowledgeretention. Writing is used as a principal strategy for stimulating critical thinking among students studyingContemporary Mathematics at an American college in the Middle East. Studies involving five suchclasses during the 2010-2011 academic year will incorporate critical thinking assignments via writingrequirements and test the effects of these assignments on students’ retention.
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