ERIC Number: EJ1192851
Record Type: Journal
Publication Date: 2018-Oct
Effective and Efficient Use of Math Writing Tasks. Connecting Research to Teaching
Bixby, Matt M.
Mathematics Teacher, v112 n2 p143-146 Oct 2018
Almost twenty years ago, the National Council of Teachers of Mathematics (NCTM) published "Principles and Standards for School Mathematics" (2000), which recommended that teachers should incorporate more writing into their math lessons, claiming that writing helps students "consolidate their thinking" (p. 402) by causing them to reflect on their work. In recent years, various studies point to the many benefits that can be gained by writing in mathematics class (e.g., O'Connell et al. 2005; Goldsby and Cozza 2002). Much research suggests that writing activities, if implemented effectively, can help students enjoy class more (Burns 2005) and can also help them deepen their understanding of the content (Baxter et al. 2002). In addition to benefiting students, student writing benefits teachers as well by providing a clear picture of what their students understand and even deepening understanding of the content for teachers themselves (Burns 2005; Pugalee 1997). In this article, the authors shares his findings from the research on writing in mathematics classes and illustrates those findings with examples from his own classes. The author then provide suggestions for implementing writing tasks. The author hopes that readers are persuaded that writing has benefits for students and teachers alike and are inspired to incorporate (more) writing tasks in their classes.
Descriptors: Mathematics Instruction, Writing Assignments, Teaching Methods, Content Area Writing, Problem Solving, Journal Writing, Secondary School Mathematics, High Schools
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Authoring Institution: N/A