caa a22 4500 463246594 CHVBK 20180405153327.0 cr unu---uuuuu 170326e20071201xx s 000 0 eng 10.1007/s10763-007-9092-9 doi (NATIONALLICENCE)springer-10.1007/s10763-007-9092-9 Liljedahl Peter Faculty of Education, Simon Fraser University, 8888 University Drive, BC V5A 1S6, Burnaby, Canada aut Persona-Based Journaling: Striving for Authenticity in Representing the Problem-Solving Process [Elektronische Daten] [Peter Liljedahl] Students' mathematical problem-solving experiences are fraught with failed attempts, wrong turns, and partial successes that move in fits and jerks, oscillating between periods of inactivity, stalled progress, rapid advancement, and epiphanies. Students' problem-solving journals, however, do not always reflect this rather organic process. Without proper guidance, some students tend to ‘smooth' out their experiences and produce journal writing that is less reflective of the process and more representative of their product. In this article, I present research on the effectiveness of a persona-based framework for guiding students' journaling to reflect the erratic to-and-fro of the problem-solving process more accurately. This framework incorporates the use of three personas—the narrator, the mathematician, and the participant—in telling the tale of the problem-solving process. Results indicate that this persona-based framework is effective in producing more representative journals. National Science Council, Taiwan, 2007 journaling nationallicence persona nationallicence problem solving nationallicence International Journal of Science and Mathematics Education Springer Netherlands 5/4(2007-12-01), 661-680 1571-0068 5:4<661 2007 5 10763 https://doi.org/10.1007/s10763-007-9092-9 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10763-007-9092-9 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Liljedahl Peter Faculty of Education, Simon Fraser University, 8888 University Drive, BC V5A 1S6, Burnaby, Canada aut NATIONALLICENCE 773 0- International Journal of Science and Mathematics Education Springer Netherlands 5/4(2007-12-01), 661-680 1571-0068 5:4<661 2007 5 10763 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer