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USING MATH LITERACY ACTIVITIES FOR FORMATIVE ASSESSMENT IN CALCULUS.

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Title: USING MATH LITERACY ACTIVITIES FOR FORMATIVE ASSESSMENT IN CALCULUS.
Alternate Title: USO DE ACTIVIDADES DE ALFABETIZACIÓN MATEMÁTICA PARA LA EVALUACIÓN FORMATIVA EN CÁLCULO.
Authors: Cuadra, Alexandra1 fernan87@purdue.edu, Kenney, Rachael1 rhkenney@purdue.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2025, p1656-1660. 5p.
Subject Terms: *Calculus, *Academic discourse, *Formative evaluation, *Teacher-student communication, *Analytical skills, Derivatives (Mathematics), Integral calculus, Undergraduate education
Abstract: Mathematical literacy is a critical component of teaching mathematics. In this study, we incorporated writing-to-learn mathematics (WTLM) activities as formative assessment tools in a second-semester college calculus course. Our goals were (a) to examine how WTLM broadens students' opportunities to communicate their mathematical thinking and understanding and (b) to explore WTLM activities as formative assessment tools that influence instructor decisionmaking. We conducted this work with 167 undergraduate students enrolled in a calculus course taught by the first author. The course focuses on integral and multivariable calculus; we focused our WTLM activities specifically on students' understanding of partial derivatives. Analysis is currently ongoing, and we share preliminary findings here. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: USING MATH LITERACY ACTIVITIES FOR FORMATIVE ASSESSMENT IN CALCULUS.
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  Data: USO DE ACTIVIDADES DE ALFABETIZACIÓN MATEMÁTICA PARA LA EVALUACIÓN FORMATIVA EN CÁLCULO.
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  Data: <searchLink fieldCode="AR" term="%22Cuadra%2C+Alexandra%22">Cuadra, Alexandra</searchLink><relatesTo>1</relatesTo><i> fernan87@purdue.edu</i><br /><searchLink fieldCode="AR" term="%22Kenney%2C+Rachael%22">Kenney, Rachael</searchLink><relatesTo>1</relatesTo><i> rhkenney@purdue.edu</i>
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  Data: *<searchLink fieldCode="DE" term="%22Calculus%22">Calculus</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Analytical+skills%22">Analytical skills</searchLink><br /><searchLink fieldCode="DE" term="%22Derivatives+%28Mathematics%29%22">Derivatives (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Integral+calculus%22">Integral calculus</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink>
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  Data: Mathematical literacy is a critical component of teaching mathematics. In this study, we incorporated writing-to-learn mathematics (WTLM) activities as formative assessment tools in a second-semester college calculus course. Our goals were (a) to examine how WTLM broadens students' opportunities to communicate their mathematical thinking and understanding and (b) to explore WTLM activities as formative assessment tools that influence instructor decisionmaking. We conducted this work with 167 undergraduate students enrolled in a calculus course taught by the first author. The course focuses on integral and multivariable calculus; we focused our WTLM activities specifically on students' understanding of partial derivatives. Analysis is currently ongoing, and we share preliminary findings here. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 5
        StartPage: 1656
    Subjects:
      – SubjectFull: Calculus
        Type: general
      – SubjectFull: Academic discourse
        Type: general
      – SubjectFull: Formative evaluation
        Type: general
      – SubjectFull: Teacher-student communication
        Type: general
      – SubjectFull: Analytical skills
        Type: general
      – SubjectFull: Derivatives (Mathematics)
        Type: general
      – SubjectFull: Integral calculus
        Type: general
      – SubjectFull: Undergraduate education
        Type: general
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      – TitleFull: USING MATH LITERACY ACTIVITIES FOR FORMATIVE ASSESSMENT IN CALCULUS.
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            NameFull: Cuadra, Alexandra
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            NameFull: Kenney, Rachael
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            – D: 01
              M: 01
              Text: 2025
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America
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