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ERIC Number: EJ867461
Record Type: Journal
Publication Date: 2009-Dec
Pages: 7
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0025-5769
Mathematical Letter Writing
Norton, Anderson; Rutledge, Zachary; Hall, Kareston; Norton, Rebecca
Mathematics Teacher, v103 n5 p340-346 Dec 2009
Mathematical letter writing can be a mutually beneficial partnership between high schools and universities. Secondary school preservice teachers in methods courses require authentic experiences in focusing on students' mathematical thinking. High school students benefit from increased opportunities to engage in individualized tasks with personal feedback from preservice teachers. Further, letter-writing exchanges between students and preservice teachers contribute to reading and writing experiences in mathematics, such as mathematical journaling, as advocated by state and national standards. In fact, Communication is one of National Council of Teachers of Mathematics's (NCTM) five Process Standards set forth in "Principles and Standards for School Mathematics" (2000). In this article, the authors report on the logistics of the letter-writing partnership and provide evidence that the benefits motivating this partnership were realized. The authors present reactions from the algebra 2 teachers and students to the letter-writing experience and offer suggestions for implementing letter-writing partnerships. (Contains 3 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana