## Collaborative epistemic writing and writing-to-learn in mathematics: can it foster mathematical argumentation competence?

Research output: Journal contributions › Journal articles › Research › peer-review

### Standard

**Collaborative epistemic writing and writing-to-learn in mathematics : can it foster mathematical argumentation competence?** / Strohmaier, Anselm R.; Vogel, Freydis; Reiss, Kristina M.

Research output: Journal contributions › Journal articles › Research › peer-review

### Harvard

*RISTAL*, vol. 1, pp. 133-147. https://doi.org/10.23770/rt1817

### APA

*RISTAL*,

*1*, 133-147. https://doi.org/10.23770/rt1817

### Vancouver

### Bibtex

}

### RIS

TY - JOUR

T1 - Collaborative epistemic writing and writing-to-learn in mathematics

T2 - can it foster mathematical argumentation competence?

AU - Strohmaier, Anselm R.

AU - Vogel, Freydis

AU - Reiss, Kristina M.

PY - 2018/5/12

Y1 - 2018/5/12

N2 - Writing is not only a tool for communication but can assist in generating, elaborating and structuring knowledge, which is commonly referred to as writing-to-learn. This can be beneficial in many mathematical learning processes. However, most research on mathematical writing has focused on individual writing-to-learn in problem solving activities. In contrast, only few studies considered possible benefits for the fostering of mathematical argumentation and proving, particularly when writing-to-learn occurs in collaboration. We review fundamental principles of writing-to-learn in mathematics education and elaborate how it could be implemented in collaborative learning settings. We refer to previous research on fostering mathematical argumentation skills as well as to theories of writing-to-learn from other areas within mathematics education. Finally, we provide guidelines for designing collaborative knowledge-constituting writing activities, discussing the importance of prompts and guidance.

AB - Writing is not only a tool for communication but can assist in generating, elaborating and structuring knowledge, which is commonly referred to as writing-to-learn. This can be beneficial in many mathematical learning processes. However, most research on mathematical writing has focused on individual writing-to-learn in problem solving activities. In contrast, only few studies considered possible benefits for the fostering of mathematical argumentation and proving, particularly when writing-to-learn occurs in collaboration. We review fundamental principles of writing-to-learn in mathematics education and elaborate how it could be implemented in collaborative learning settings. We refer to previous research on fostering mathematical argumentation skills as well as to theories of writing-to-learn from other areas within mathematics education. Finally, we provide guidelines for designing collaborative knowledge-constituting writing activities, discussing the importance of prompts and guidance.

KW - Educational science

KW - epistemic writing

KW - writing-to-learn

KW - mathematical writing

KW - collaborative learning

KW - mathematical argumentation

KW - heuristic worked examples

KW - collaboration scripts

U2 - 10.23770/rt1817

DO - 10.23770/rt1817

M3 - Journal articles

VL - 1

SP - 133

EP - 147

JO - Research in Subject-matter Teaching and Learning (RISTAL)

JF - Research in Subject-matter Teaching and Learning (RISTAL)

SN - 2616-7697

ER -