Abstract:
In an attempt to promote the development of understanding
over rote memorization, writing in mathematics has received increased
attention in recent years. In Calculus, the Rule of Three (based on
communicating ideas thorough algebraic, graphical and numerical means) has
been replaced by the Rule of Four in which writing plays a central role.
Educators agree that the benefits of writing include the promotion of
understanding, and the initiation of the posing of questions. Writing also
helps generate meaning, and helps in the retention of content. In this paper
the author evaluates the use of writing for analyzing a problem and its
solution. The setting is a reformed differential equations class offered at
the Lebanese American University. Unlike a traditional ode course where
students are provided with a cookbook of methods for solving differential
equations, the emphasis in a reformed ode course is placed on the geometry of
the solutions and on an analysis of the outcomes. In many instances,
analytically, and the sketch is to be supplemented by an argument justifying
it. In addition, various real life problems are modeled and essay questions
are asked to analyze the graphs describing these models. Results show that
students first reject the idea, but later rate writing as essential.
Furthermore, an improvement in the style and content of the writing exercises
in usually noticeable at the end of each semester.
