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ERIC Number: EJ1039906
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1068-1752
Helping Teachers Connect Writing to Doing Mathematics
O'Kelley, Sharon K.
SRATE Journal, v23 n1 p18-23 Fall-Win 2013
Over the years, educators have noted how writing can support mathematical learning; however, little research has been done examining how mathematics teachers respond to writing. In this study, I followed the experiences of six teachers as they took a graduate class which required that they explore mathematical concepts with technology and post their written findings on the Internet. I found that the two participants who seemed to most favor the writing tended to engage in self-questioning. Based on this finding, I recommend mathematics teacher educators use explicit instruction that promotes self-questioning to guide mathematics teachers in their writing experiences.
Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A