The Impact of Writing Practices on Students' Mathematical Attainment

• In Event: Hilton Roundtable Session 12
  In Roundtable Session: Understanding Students' Thinking in Math Classrooms

Abstract

The purpose of this meta-analysis was to examine the effects of writing intervention on students’ mathematical attainment based on their achievement (mathematics standardized test scores) and their attitudes towards mathematics (mathematical motivation and interest). Twelve studies with 19 effect sizes were selected for inclusion in the present meta-analysis. Results indicated that the overall effect size equaled 0.42. The small sample size (12 studies) in the present meta-analysis limits the generalizations that might be made regarding the overall impact of writing practices on students’ mathematical attainment.

Authors

• Ali Bicer, University of Wyoming

• celal perihan, Idaho State University

• Robert M. Capraro, Texas A&M University

• Mary Margaret Capraro, Texas A&M University

• Yujin Lee, Texas A&M University - College Station