id: 06530837
dt: j
an: 2016a.00351
au: Martin, Christie Lynn
ti: Writing as a tool to demonstrate mathematical understanding.
so: Sch. Sci. Math. 115, No. 6, 302-313 (2015).
py: 2015
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: D42 C52 C32
ut: writing; learning processes; communication; mathematical understanding
ci:
li: doi:10.1111/ssm.12131
ab: Summary: In this study, I examine how using a writers’ workshop model in
mathematics creates a space for students to write about their
mathematical thinking and problem solving and how their writing impacts
instruction. This case study of one classroom with one teacher spanned
6 weeks and included 18 implementations of an adapted version of the
Writers’ Workshop (WW) in a fourth-grade mathematics class. On a
biweekly basis, the data were reviewed and changes made to the model.
The analysis of the students’ writing revealed (a) their
understandings and misunderstandings of the mathematical content, (b)
their readiness for more challenging tasks, and (c) their connections
to prior knowledge. Students used writing to demonstrate their
understanding of mathematics and show their mathematical processes. In
some cases, examining only the numerical work failed to illuminate the
students’ understanding, their writing provided deeper insight.
Students recognized writing as a tool for learning; this was evident in
interview responses.
rv: