Implementing a teaching model for enhancing students’ formal written mathematical communication
Résumé
In a teacher-researcher collaboration, a teaching model designed for developing students' competence in producing formal written mathematical communications of solutions to problems has been piloted. The sequence was implemented in a mathematics course in the International Baccalaureate program. By taking advantage of a standardized thesis writing task in the course, with standardized assessment, we examined if the trained communication competence in the problem-solving context transferred to the thesis writing context. By using a control group design, we concluded that the work with formal mathematical communication during certain mathematics lessons has had transfer effects on the general handling of students’ written mathematical communication.
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