ERIC Number: EJ1157082
Record Type: Journal
Publication Date: 2017-Oct
Firmender, Janine M.; Casa, Tutita M.; Colonnese, Madelynn W.
Teaching Children Mathematics, v24 n2 p84-92 Oct 2017
Local teachers have been working with their colleagues and math coach for years on ensuring that oral discourse during their mathematics classes has them acting as a facilitator and allowing students themselves to make sense of the mathematics. Specifically, their discussions are aimed at having students reason mathematically because discourse and reasoning are inextricably linked. However, teachers realized that although "writing is another important component of the discourse," this was not a prominent feature of their curriculum and instruction. Nonetheless, these teachers recognize that writing has potential benefits for students' mathematics learning. Written discourse can help students "justify and explain ideas in order to make their reasoning clear" and develop sequential and logical reasoning. It uniquely provides opportunities for students to reason and communicate beyond those fostered in oral discussions because written communication can include such representations as pictures, graphs, tables, diagrams, and mathematical symbols. In this article, the authors promote students' reasoning with different types of and purposes for mathematical writing.
Descriptors: Elementary School Mathematics, Logical Thinking, Mathematics Instruction, Expository Writing, Persuasive Discourse, Creative Writing, Content Area Writing, Writing Assignments
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/teaching-children-mathematics/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1545908