Supporting Student Thinking Through Writing: Teacher Insights from a Mathematics Intervention

• In Event: AERA Poster Session Friday 9:45am
  In Poster Session: Student Learning in Mathematics Education

Abstract

This study examines elementary teachers' impressions of a mathematical writing intervention (WINEM) aimed at improving students' reasoning, discourse, and metacognition through structured writing routines, affirmative self-statements, and bilingual language scaffolds. Three third-grade teachers implemented WINEM with linguistically diverse students at a Title I school. Thematic analysis of focus group data indicated that teachers perceived the RUNRS❤️RACES framework as crucial in enhancing students’ mathematical writing, self-assurance, and classroom dialogue. Teachers also said that students were more involved, thought more deeply, and felt like they belonged more, especially when multilingual scaffolds were employed. Findings underscore the importance of integrating teacher voice in the design of writing interventions to ensure contextual relevance, instructional feasibility, and equity for diverse learners.

Authors

• Leonardo Martinez, University of Nevada - Las Vegas

• Gabriela Zuniga, University of Nevada - Las Vegas

• Erin M. Smith, University of Nevada - Las Vegas