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Supplementary explanations in undergraduate mathematics assessment: A forced formative writing activity
Linköping University, The Institute of Technology. Linköping University, Department of Science and Technology.
Dept Mathematics Applied Mathematics University of Pretoria.
2006 (English)In: European Journal of Engineering Education, ISSN 0304-3797, Vol. 31, no 6Article in journal (Refereed) Published
Abstract [en]

 Engineering students in technical universities in Sweden, as probably in many other countries, tend to treat mathematics as a mechanical subject in which you do calculations and manipulations and very little explanation. In order to create deeper understanding, verbal or written explanations by students can be beneficial. In our study we show a possible way of getting students to reflect about their mechanical solutions to mathematical problems. The method is based on the supplementary written explanations that students may provide in their written examination in what would be a second stage of the examination, a so-called -home exam-. In our project students were forced to rethink their answers, attending to comments and questions posed by the teacher who marked the scripts and supplying further explanation of his/her work and judging from the results of the research, this facet of the project was successful. The additional opportunity to reflect on their responses assisted students in understanding the mathematical concepts deeper and exposed their weaknesses and gaps in their knowledge. 

Place, publisher, year, edition, pages
2006. Vol. 31, no 6
Keyword [en]
undergraduate mathematics, formative assessment, writing
National Category
Engineering and Technology
URN: urn:nbn:se:liu:diva-36590Local ID: 31690OAI: diva2:257439
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2011-01-11

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Kågesten, Owe
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The Institute of TechnologyDepartment of Science and Technology
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