The qualitative research model provides the framework for a study that discovers if writing can be effectively used as a learning strategy in mathematics. Secondary questions focused on utilizing reflective writing, diagramming of thoughts and processes, and e-mail response groups. The study was conducted in a high school geometry classroom of freshman, sophomores, and junior students. Triangulation of the data includes field notes by the researcher (teacher), student responses to questioning, and collection of documents to supp~rt the research. The conclusion of the study discusses the remarkable progress made by this group of students and their success in utilizing a non-traditional approach to learning mathematics.
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