Teacher Use of Writing in the Junior High Mathematics Classroom

Abstract

Eastern Montana CollegeBillings, Montana t . . . Writing is a mode of language that involves the active manipulation of knowledge.Î n the last five years, a call has been issued for increased student writing in the schools. One reason for this, as both Emig (1977) and Haley-James (1982) have noted, is that writing can lead to a deeper understanding and improved mastery of a topic. That is because writing is a mode of language that involves the active manipulation of knowledge. Creating an original piece of writing requires students to analyze and synthesize information, focus their thoughts, and discover new relationships between bits of knowledge. Writing about something involves many of the thought processes teachers would like to foster in their students. Consequently, writing can be an instructional tool to promote learning in areas not usually associated with writing.For example, in the area of mathematics, writing can be used in a number of instructional ways. Some of these ways are: 1) having students write their own definitions, which gives students the chance to describe something in their own words; 2) having students translate symbols, formulas, and problems into words; 3) having students write the steps or processes involved in solving a problem; 4) having students make up and write their own story problems; and 5) having students write reports on important people and events in mathematics. In short, writing activities can be used to facilitate most aspects of students' mathematical development, from concept acquisition through problem solving abilities (Davison and Pearce, in press;Evans, 1984;Fennell and Ammon, 1985;Shaw, 1983).Writing in mathematics classes can run the gamut from relatively "low level" and passive tasks, such as copying and transcribing information, through more original writing activities, such as writing story problems. Even passive writing tasks can be mathematically valuable, because students exert more effort and the written information is available when their memories School Science and Mathematics Volume 88 (1) January 1988

Writing in Mathematics: A Survey of K–12 Teachers’ Reported Frequency in the Classroom

“…Prior to discussing correlational results, it is important to note that the descriptive statistics presented in Tables and indicate more prevalently reported use of writing in mathematics than in prior U.S. (Bakewell, ; Pearce & Davison, ; Quinn & Wilson, ) or international (Swinson, ; Ntenza, ) samples. This suggests a possible shift in more prevalent use of such assignments and activities.…”

“…Writing in Mathematics mathematics than in prior U.S. (Bakewell, 2008;Pearce & Davison, 1988;Quinn & Wilson, 1997) or international (Swinson, 1992;Ntenza, 2006) samples. This suggests a possible shift in more prevalent use of such assignments and activities.…”

“…Extending the implications of such findings, various researchers have observed that students engaged in writing in mathematics demonstrate an improved understanding of mathematics concepts and engage in metacognition of problem solving (Cross, ; Hensberry & Jacobbe, ; Johanning, ; Pugalee, ; Steele, ). Although research reports generally support the implementation of writing in mathematics lessons, teachers over the past 25 years have consistently reported relatively low implementation of writing in mathematics (Bakewell, ; Ntenza, ; Pearce & Davison, ; Quinn & Wilson, ; Swinson, ). Rather, outside of simplistic forms of writing (i.e., taking notes), teachers rarely ask students to write in their mathematics lessons.…”

Perspectives on writing activities in the mathematics classroom

“…As an initial step in developing such a paradigm we surveyed 31 area junior high mathematics teachers to detennine the nature and extent of writing in their mathematics classes. Based on the analysis of these responses we classified the writing activities into five broad categories: copying, translation, journals and summaries, problem creation, and report writing (Pearce & Davison, 1988). This study found that the use of writing was sporadic and that there was almost no knowledge of writing protocols: prewriting, writing for different audiences, and revising written efforts.…”

Writing Activities in Junior High Mathematics Texts

“…Writing, especially original composition, involves the active manipulation of knowledge, many of the thought processes related to creative thinking, and the development of problem solving strategies. In short, as we have argued in Pearce and Davison, (1988) writing activities can be used to facilitate most aspects of students' mathematical development, from concept acquisition through problem solving abilities.…”