Opinions of High School Students About the Writing Technique Applied in the Mathematics

Özet

The writing technique emerges as one of the techniques used to develop metacognitive knowledge and behaviour with the ability to think aloud on paper. The purpose of this study is to reveal the views of high school students about the writing exercises used in mathematics lessons and to examine their perspective to develop metacognitive behaviours. Qualitative research methods were used in the research. The participants of the work constitute a total of 64 students who attended 9th and 10th grade in a high school located in a province of Yozgat in the second semester of the 2015-2016 academic year. Different writing activities were applied to mathematics courses for 6 weeks. These activities are based on writing activities that develop metacognitive behaviours unlike traditional writing in mathematics lessons. In addition, the students kept the math log throughout the process. At the end of 6 weeks, the students were asked to evaluate the process. The findings show that students are generally satisfied with the writing technique applied, that these activities improve students' affective, cognitive and metacognitive aspects, but that some students are reluctant to write in the journal.