ERIC Number: EJ1232028
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1947-7503
EISSN: N/A
Intent and Enactment: Writing in Mathematics for Conceptual Understanding
Investigations in Mathematics Learning, v11 n4 p245-257 2019
Using a national sample of students' writing from the National Study of Writing Instruction, this study examines the current state of writing in the mathematics classroom and the extent to which enactments align with the intentions established in the research base and curricula articulated by NCTM and the CCSS-M. Over 3,000 writing assignments from 138 students in grades, 6, 8, 10, and 12 were analyzed for functions of writing and epistemic complexity--the degree to which they explained or justified mathematical understanding. Additionally, shortanswer assignments were analyzed qualitatively for patterns in teacher-assigned prompts and student responses. Analyses reveal enactments of writing in the mathematics classroom do not align with the intent articulated by the CCSS-M. Mirroring techniques from the literacy field, a method for scaffolding students' improved ability to write about conceptual understanding in mathematics is discussed.
Descriptors: Content Area Writing, Mathematics, Grade 6, Grade 8, Grade 10, Grade 12, Alignment (Education), National Standards, Common Core State Standards, Middle School Students, High School Students, Scaffolding (Teaching Technique)
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 8; Junior High Schools; Secondary Education; Grade 10; High Schools; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; Texas; Michigan; Kentucky; California
Grant or Contract Numbers: N/A