Writing to Learn Math
Overview
Writing that encourages students to articulate their understanding of math concepts or explain math ideas helps deepen students' mathematical understanding. Tasks, such as writing about how they solved a problem or writing about what it means to prove something, help students get a concrete handle on the logic of their ideas, supporting their Reasoning skills.
Example: Use This Strategy in the Classroom
Watch how this fourth grade teacher uses writing as part of her students' problem-solving procedure. In using “I have to” and “I will” statements as templates, the students become aware of the goals and strategies they use and practice communicating them clearly. This helps them become more organized with their thoughts, thus strengthening their Algebraic Thinking.
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References Writing To Learn Math
Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29-58.
Casa, T.M., Evans, K., Firmender, J.M. & Colonnese, M.W. (2017). Why should students write in math class? Literacy in Every Classroom, 74(5).
Davison, D., & Pearce, D. (1988). Using writing activities to reinforce mathematics instruction. The Arithmetic Teacher, 35(8), 42-45.
Graham, S., Kiuhara, S. A., & MacKay, M. (2020). The effects of writing on learning in science, social studies, and mathematics: A meta-analysis. Review of Educational Research, 90(2), 179-226.
Miller, L. D. (1991). Writing to learn mathematics. The Mathematics Teacher, 84(7), 516-521.
Nahrgang, C., & Petersen, B. (1986). Using writing to learn mathematics. The Mathematics Teacher, 79(6), 461-465.
Porter, M. K., & Masingila, J. O. (2000). Examining the effects of writing on conceptual and procedural knowledge in calculus. Educational Studies in Mathematics, 42(2), 165-177.
Pugalee, D. K. (2001). Writing, mathematics, and metacognition: Looking for connections through students' work in mathematical problem solving. School Science and Mathematics, 101(5), 236-245.
Quinn, R. J., & Wilson, M. M. (1997). Writing in the mathematics classroom: Teacher beliefs and practices. The Clearing House, 71(1), 14-20.
Schmidt, D. (1985). Writing in math class. In A.R. Gere (Ed.) Roots in the sawdust: Writing to learn across the disciplines (pp. 104-116). Urbana, Ill.: National Council of Teachers of English.
Shield, M., & Galbraith, P. (1998). The analysis of student expository writing in mathematics. Educational Studies in Mathematics, 36(1), 29-52.
Teuscher, D., Kulinna, P. H., & Crooker, C. (2016). Writing to learn mathematics: An update. The Mathematics Educator, 24(2).
Toumasis, C. (1990). Peer teaching in mathematics classrooms: A case study. For the Learning of Mathematics, 10(2), 31-36.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Instructional Approaches Strategies
Providing math tasks with high cognitive demand conveys high expectations for all students by challenging them to engage in higher-order thinking.
CRA is a sequential instructional approach during which students move from working with concrete materials to creating representational drawings to using abstract symbols.
Knowing the language of math is critical because students must use this language to understand math concepts and determine calculations needed.
Thinking of and about patterns encourages learners to look for and understand the rules and relationships that are critical components of mathematical reasoning.
Teaching students to recognize common problem structures helps them transfer solution methods from familiar to unfamiliar problems.
Discussing strategies for solving mathematics problems after initially letting students attempt to problem solve on their own helps them understand how to organize their mathematical thinking and intentionally tackle problems.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Math centers support learner interests and promote the development of more complex math skills and social interactions.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their math work.
Using multiple methods of assessment can help educators gain a comprehensive understanding of learner progress across a wide range of skills and content.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
Untimed tests provide students the opportunity to flexibly and productively work with numbers, further developing their problem-solving abilities.
