Abstract
In this paper an aspect (student questioning) of a pedagogical model of writing-to-learn will be explored. It will be shown that the task of keeping a journal (as defined within the model) has two salient assessment features: The journals differentiate between students at a particular grade level; and, they show a growth in sophistication over successive years. These two features of writing-to-learn recommend its use as a dimension for profiling students' progress in learning mathematics. It will be argued that profiles developed from journal writing enrich the picture of the student as learner.
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Waywood, A. Informal writing-to-learn as a dimension of a student profile. Educ Stud Math 27, 321–340 (1994). https://doi.org/10.1007/BF01273376
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DOI: https://doi.org/10.1007/BF01273376