ERIC Number: ED476652
Record Type: RIE
Publication Date: 2002-Oct-17
Emergent Issues in Middle School Mathematics Action Research: A Meta-Analysis of Writing as a Pedagogical Strategy.
Ishii, Drew K.
This paper describes the concerns of four middle school mathematics teachers involved in a professional development program that allowed them the opportunity to conduct action research projects. The teachers chose to implement nontraditional writing activities in their instruction as part of their action research. The experiences, practices, and issues that emerged from the teacher-researcher's projects are discussed including issues that are common in research and those that are unique to research that involves the analysis of writing samples. The use of writing in mathematics classrooms has benefits for both students and teachers. Similar findings are discussed. An unexpected conclusion made by all of the teachers is that the greatest benefit of using writing is that it can create student-generated mathematical discourse. (Contains 20 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 17, 2002).