Publication Date
2000
Abstract
Revising a course is a multifaceted process. Often, reform efforts are focused on a particular aspect, that of inquiry-based collaborative learning. This article discusses the implementation of another aspect of the reform of a course for pre-service elementary teachers: the use of journals and writing exercises for evaluation and assessment. The evolution of this particular reform is traced, with emphasis on the reactions of students and faculty, the issues raised by these reactions, and the solution and resolution attained by the author is outlined.
Volume
3
Issue
1
First Page
65
Last Page
74
Rights
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
DOI
https://doi.org/10.25891/D6AQ-7672
Recommended Citation
Ring, R. H.
(2000)
"The Write Approach to Mathematics or How I Found the Middle Way,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 3:
No.
1, Article 12.
Available at:
https://scholarscompass.vcu.edu/jmsce_vamsc/vol3/iss1/12
Included in
Higher Education Commons, Physical Sciences and Mathematics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
