CONTEMPORARY EDUCATIONAL TECHNOLOGY

e-ISSN: 1309-517X

How Students Communicate Mathematical Ideas: An Examination of Multimodal Writing Using Digital Technologies

CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 281-313

https://doi.org/10.30935/cedtech/6178

OPEN ACCESS 1889 Views 1571 Downloads

This article reports the findings of a study designed to examine the influence of multimodal
writing on the communication of mathematical ideas. Elementary school students (ages 8-13)
were required to write mathematics notes using two digital writing technologies, a personal
digital notepad and a social mathematics blog, in the context of a formal intervention. Fortytwo
students participated, across three schools. The study showed that when students wrote
notes that could be assessed for correctness, their answers were predominately right,
indicating that mathematical sense-making was taking place. It also showed that the digital
notepad and blog were used differently and that the type of technology influences the writing
content. Moreover, students’ mathematical writing were understandable by their peers and
students collaboratively explored solutions. Younger students were more likely to draw
pictures to represent their ideas than older students. These findings show that writing can
help students acquire mathematical understanding, and suggest that multimodal writing may
help them surmount difficulties often associated with learning math. Although this research
demonstrated that writing can help teachers gain an awareness of their students’
mathematical understanding, it also revealed that writing environments need to be monitored
and students require close guidance to bring about systematic improvement.

e-ISSN: 1309-517X

This website uses cookies to provide necessary website functionality. By using our website, you are agree to our Privacy Policy.