The Impact of Writing Practices on Students’ Mathematical Attainment
Ali Bicer 1 * , Celal Perihan 2, Yujin Lee 3
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1 University of Wyoming, USA2 Idaho State University, USA3 Texas A&M University, USA* Corresponding Author


The purpose of this meta-analysis was to examine the effects of writing intervention on students’ mathematical attainment based on their achievement (mathematics standardized test scores) and their attitudes toward mathematics (mathematical motivation and interest). Twelve studies with 19 effect sizes were selected for inclusion in the present meta-analysis. Results indicated that the overall effect size equalled 0.42. The small sample size (12 studies) in the present meta-analysis limits the generalizations that might be made regarding the overall impact of writing intervention on students’ mathematical attainment. However, the implication from the present study is that integrating writing into mathematics classrooms can be a useful instructional strategy to increase students’ mathematics success.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2018, Volume 13, Issue 3, 305-313

Publication date: 07 Oct 2018

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