id: 06664531
dt: j
an: 2016f.00601
au: Martin, Christie; Polly, Drew
ti: Examining the impact of writing and literacy connections on mathematics
learning.
so: Investig. Math. Learn. 8, No. 3, 59-74 (2016).
py: 2016
pu: Research Council on Mathematics Learning (RCML), Memphis, TN; Taylor \&
Francis (Routledge), Philadelphia, PA
la: EN
cc: D40 C50 D50
ut: writing activities; literacy; problem solving
ci:
li: doi:10.1080/24727466.2016.11790354
ab: Summary: In this study, we examine how literacy connections with multiple
step mathematics problems affected mathematics learning for 4th grade
students. Three fourth grade teachers incorporated writing activities
in their mathematics classroom for two weeks. The level of teacher
scaffolding decreased as students progressed through the problems. The
analysis of the studentsâ€™ writing revealed several findings: (a)
their understanding was expressed in accurate and coherent written
responses (b) their challenges became more apparent, and (c) the depth
of their understanding was evident. The factors of teacher support,
scaffolding, and problem difficulty are examined in the context of
studentsâ€™ problem solving. Implications for teacher practice and
future research are shared. (ERIC)
rv: