Email Dialogue Journals in a College Calculus Classroom: A Look at the Implementation and Benefits

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Meel, D.E. (1999). Email Dialogue Journals in a College Calculus Classroom: A Look at the Implementation and Benefits. Journal of Computers in Mathematics and Science Teaching, 18(4), 387-413. Charlottesville, VA: AACE.
Retrieved from http://www.editlib.org/p/8830.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 18, Issue 4, 1999
Association for the Advancement of Computing in Education (AACE)  Charlottesville, VA

More Information on JCMST

Author

David E. Meel, Bowling Green State University, USA

Abstract

Teaching mathematics for understanding rather than rote learning has increased the number of college mathematics professors utilizing writing into their classrooms. These writing activities focus on student kept journals, writing papers, and answering essay questions. This paper discusses a particular writing activity, that is, dialogue journal writing, and its incorporation into a collegiate level Calculus 1 course. Dialogue journals involve students and instructors in timely bidirectional communications. The goal is to provide a forum for private interaction, devoid of censorship, retribution, or evaluation, where the concern is on content and not on prose. In particular, this essay identifies how (a) email dialogue journals provided a viable means of individualized, continual contact with students in a large class, (b) students benefited from asking questions and receiving timely explanations, and (c) the instructor received frequent feedback for course improvement.

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• Students

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