Maximizing the Potential of Mathematical Writing Prompts

Casa, Tutita M.; Gilson, Cindy M.; Bruce-Davis, Micah N.; Gubbins, E. Jean; Hayden, Stacy M.; Canavan, Elizabeth J.

doi:10.5951/mtlt.2021.0287

Mathematics Teacher: Learning and Teaching PK-12

2022

DOI: 10.5951/mtlt.2021.0287

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Maximizing the Potential of Mathematical Writing Prompts

Tutita M. Casa

Cindy M. Gilson

Micah N. Bruce-Davis³

et al.

Abstract: Learn how to identify, adapt, and create writing prompts to capitalize on the insights you gain about each of your student’s thinking.

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Framing Our Understanding of Mathematical Writing

Casa,

Cardetti,

Colonnese

2023

Advances in Library and Information Science

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In this chapter, the authors situate mathematical writing within the context of discourse, define mathematical writing, describe the classroom environment that fosters mathematical writing, and share experiences engaging elementary students in mathematical writing. At their core, the types of mathematical writing are defined by the purposes for which students write in the mathematics classroom. The authors further describe the types of mathematical writing teachers prompt and are nurtured by the classroom environment. The insights shared draw from the authors' previous and current research endeavors, advancements in curriculum development, collaborations with mathematics coaches, and experiences teaching elementary students and supporting preservice and inservice teachers. They end the chapter by highlighting some directions for future research to expand our understanding of this crucial area in mathematics education.

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Framing Our Understanding of Mathematical Writing

Casa,

Cardetti,

Colonnese

2023

Advances in Library and Information Science

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A Genre-Based Approach to Improving Students' Mathematical Writing

Haggis,

Casa

2023

Advances in Library and Information Science

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This chapter introduces the resources and practical guides that the South Australian Department for Education has developed to support teachers to teach writing in mathematics classrooms and develop their understanding of the types of writing mathematics students should be proficient in. Developing this understanding has the potential to improve classroom practice and positively impact learning outcomes for students in both writing and mathematics. This chapter may offer insights for other jurisdictions seeking to support the teaching of mathematical writing.

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Assessing and Scoring Elementary Mathematical Writing

Casa

Arsenault

Powell

et al. 2023

Assessing Disciplinary Writing in Both Research and Practice

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Mathematical writing has gained attention as an essential component of discourse. Assessing and scoring students' writing pieces about mathematics has the potential to allow teachers and researchers to gain insights into the depth of students' understanding beyond what they can express orally, including their use of visual representations and symbolic notation. This chapter presents four approaches to assessing mathematical writing available in the research literature, including holistic rubric, analytic rubric, elements, and mathematics-writing sequences scoring. A description of how student writing samples were scored, and the benefits and limitations of each approach is provided. Considerations to allow teachers and researchers to make informed decisions about scoring students' writing in mathematics are provided.

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Maximizing the Potential of Mathematical Writing Prompts

Abstract: Learn how to identify, adapt, and create writing prompts to capitalize on the insights you gain about each of your student’s thinking.

Cited by 3 publications

References 3 publications

Framing Our Understanding of Mathematical Writing

Framing Our Understanding of Mathematical Writing

A Genre-Based Approach to Improving Students' Mathematical Writing

Assessing and Scoring Elementary Mathematical Writing

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