Abstract
ABSTRACT The use of regular and routine writing-intensive assignments has not occurred on a large-scale basis nationally at any instructional level. In the authors' view the major reason writing is not used on a large-scale basis is that mathematics faculty do not have experience evaluating student work that involves writing and are uncomfortable providing their students with feedback concerning this work. The authors team-taught a college mathematics course. Our short-term goal was to develop some specific tools a wide range of instructors could use to evaluate and provide feedback on the substantial writing and oral communication assignments in this course.
Published Version
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