through mathematical diary writing：通过数学日记写作_推荐.pdfVIP

Developing number sense through mathematical diary writing any documents and reports (Australian Education Council (AEC), 1991; National MCouncil of Teachers of Mathematics (NCTM), 1989, 2000) emphasise that communication is a major component of mathematics education and highlight that writing should be considered as an essential communication skill in learning mathematics. For example, the Principles and Standards for School Mathematics (NCTM, 2000) states that “written DER-CHING YANG communication should be nurtured” (p. 62). It also emphasises that “communication is an essential feature provides insights into the as students express the results of their thinking orally and in writing” (NCTM, 2000, p. 268). Furthermore, A teaching of mathematics National Statement on Mathematics for Australian Schools (AEC, 1990) highlights that “mathematical in Taiwan through communication skills are needed in order to under- stand, assess and convey ideas which involve his use of mathematical concepts” (p. 13). Writing can be a useful catalyst because it not only mathematical diaries supplies students with an opportunity to describe their feelings, thinking, and ideas clearly, but it also serves as a strategy for as a means of communicating with other people (Baxter, Woodward, Olson Robyns, 2002; Liedtke developing Sales, 2001; NCTM, 2