RUME 27
2025
Alexandria, Virginia
Using Math Literacy Strategies in Calculus: Amplifying Undergraduates’ Understanding of Partial Derivatives
Page: 1121
Mathematical literacy is a critical component of teaching mathematics as its own language. In this paper, we share the use of a writing to learn mathematics (WTLM) activity to help college students communicate their mathematical thinking and understanding. We conducted an embedded single-case study with two sections of undergraduate students enrolled in a Calculus II course focused on integral and multivariable calculus topics. Three WTLM activities were integrated into the course to provide opportunities for students to explain their symbolic, procedural, and conceptual understandings of partial derivatives and related topics. In this paper we share the framework and tools developed for this study and the data analysis plan and preliminary analysis steps.