Why include blogging in Mathematics Instruction?
Using blogs to implement writing in mathematics instruction as opposed to including the writing is class or homework instruments adds the advantages of community building, expansion of audience, student centered instruction, more relaxed or conversational writing expectations while removing the limitations of time and place.
Community building. Teachers at all levels found the interaction of students on the blogs to be eager and natural (Cooper, 2012; Fessakis et al, 2008; Glass & Spiegelman, 2007; Greer, 2008; Hossain & Wiest, 2013; McCarthy, 2008; MacBride & Luehmann,2008;2009; Makri & Kynigos, 2007; Özgün-Koca et al, 2011; Pyon, 2008; Ray & Hocutt, 2006). Elementary, middle school, high school and college students enjoyed working with well-designed, well run blogs in a classroom setting and interacted with classmates above and beyond the level required by the class. (Cooper, 2012; Fessakis et al, 2008; Glass & Spiegelman, 2007; Greer, 2008; Hossain & Wiest, 2013; McCarthy, 2008; MacBride & Luehmann,2008;2009; Makri & Kynigos, 2007; Özgün-Koca et al, 2011; Pyon, 2008; Ray & Hocutt, 2006). ELL students, reticent students and ADD students are reported as having an easier time interacting in print than verbally (Cooper, 2012; Hossain & Wiest, 2013; MacBride & Luehmann, 2008;2009; Pyon, 2008)
Expansion of audience. The expansion of the audience beyond the teacher to fellow classmates seems to inspire and challenge students at all levels(Cooper, 2012; Fessakis et al, 2008; Glass & Spiegelman, 2007; Greer, 2008; Hossain & Wiest, 2013; McCarthy, 2008; MacBride & Luehmann,2008;2009; Makri & Kynigos, 2007; Özgün-Koca et al, 2011; Pyon, 2008; Ray & Hocutt, 2006). The idea of expanding the audience further by making the blog public on the web is appealing to younger students (Hossain & Wiest, 2013; MacBride & Luehmann,2008;2009;) and worrisome to college/teacher preparation students (Greer, 2008; Glass & Spiegelman, 2007).
Student centered instruction. In these blogs, “students can become ‘subject-matter’ specialists,’ feel more closely tied to the learning process, and have greater opportunities to be actively involved” (Ferdig & Trammell, as quoted by Glass & Spiegelman, 2007, p. 149). In the younger grades, “student were eager to post their solution methods online and always anticipated their peers’ responses” (Pyon, 2008, p. 332). One of the high school teachers had students post overviews of the daily lesson and allowed them to correct or refine each other’s’ understanding of the material (MacBride & Luehmann,2008).
Relaxed/Conversational writing. Blogs encourage interaction between writers and readers. The style of writing that emerges tends to be short and conversational (Glass & Spiegelman, 2007; Pyon, 2008). Students are focused on the problem and analysis of each other’s posts as opposed to the actual writing (MacBride & Luehmann, 2009; Pyon, 2008).
Not limited in time, place or ability. As the mobile technology available to students, either their own, their parents or technology provided or borrowed from school, expands, so does their ability to direct their own educations. These students can explore and respond to web-based educational resources such as blogs from anywhere – the bus, the car, waiting in line at the store. As translation and speech to text apps improve, students who would have previously struggled to express themselves can do so efficiently and clearly.
