This study aims to explore the teaching manifestation of mathematical writing integrated with Creative Problem Solving into senior high school mathematics courses, and probing its influence on high achievers’ mathematical literacy. Through a quasi-experimental research design, the differences in students’ performances on mathematical literacy before and after receiving CPS mathematical writing and didactic teaching are investigated. The research subjects are four 10th-grade classes of a senior high school with students of PR93 in the national senior high school entrance mathematics examination, while two classes of eighty-four students are the experimental group, and the other two classes of eighty-seven students are the control group; the duration of experimental instruction is six weeks of twenty-four classes; both groups take a pre-test and a post-test of mathematical literacy before and after the experimental instruction, respectively. The quantitative data analysis mainly includes independent and paired sample t-tests, one-way ANCOVA, and the corresponding effect sizes (Cohen’s d and partial eta squared). Besides, the teaching video records, students’ responses to worksheets and mathematical literacy tests, and the semi-structured interviews with students are analysed to provide evidence to support the interpretation of the quantitative analysis. The research results show that: CPS mathematical writing teaching (1)could be implemented in senior high school courses;(2) could improve senior high school high-achievers’ mathematical literacy significantly better than didactic teaching; (3) could improve different levels of senior high school high-achievers’ mathematical literacy; (4) is just literacy-oriented teaching which might be able to be conducted in other senior or junior high schools.

Authors:
Cheng-Hua Tsai, Taichung Municipal Taichung First Senior High School, Taiwan
Erh-Tsung Chin, National Changhua University of Education, Taiwan

About the Presenter(s)
Dr. Tsai is a senior high school mathematics teacher who got his PhD in mathematics Education in 2022 and won the "Best PhD Dissertation of 2023" award by the Taiwan Association of Mathematics Education.

See this presentation on the full schedule – Sunday Schedule

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