Journaling to Support Student Learning: The Case of an Elementary Number Theory Course

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dc.contributor.authorStarkey, Christina M.
dc.contributor.authorWarshauer, Hiroko
dc.contributor.authorWarshauer, Max
dc.date.accessioned2019-12-16T11:55:03Z
dc.date.available2019-12-16T11:55:03Z
dc.date.issued2019-01
dc.description.abstractThe use of journals in supporting student learning in elementary number theory is explored. Implications are made for the use of reflective writing for the teaching and learning of proofs and for undergraduate mathematics education.
dc.description.departmentMathematics
dc.formatText
dc.format.extent21 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationStarkey, C., Warshauer, H. K., & Warshauer, M. (2019) Journaling to support student learning: The case of an elementary number theory course. The Mathematics Enthusiast, 16(1), pp. 485-504.
dc.identifier.issn1551-3440
dc.identifier.urihttps://hdl.handle.net/10877/9080
dc.language.isoen
dc.publisherUniversity of Montana
dc.sourceThe Mathematics Enthusiast, 2019, Vol. 16, No. 1, Article 25, pp. 485-504.
dc.source.urihttps://scholarworks.umt.edu/tme/vol16/iss1/25/
dc.subjectdeductive reasoning
dc.subjectelementary number theory
dc.subjectteaching and learning proofs
dc.subjectundergraduate mathematics education
dc.subjectreflective writing
dc.subjectMathematics
dc.titleJournaling to Support Student Learning: The Case of an Elementary Number Theory Course
dc.typeArticle

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