Helping Teachers Connect Writing to Doing Mathematics

• In Event: Roundtable Session 21
  In Roundtable Session: Math Talk and Communication Issues

Abstract

Over the years, much research has been done indicating the benefits of using writing to help students learn mathematics. However, little research has been done to examine how teachers respond to writing about mathematics and what influence those responses may have on their willingness to use writing in their classrooms. In this study, the responses of one inservice and five preservice teachers were examined as the teachers explored various mathematical topics and prepared written reports for Internet publication in a graduate course in secondary mathematics education. The results of this study suggest that the two preservice teachers who used writing to engage in metacognitive behavior tended to respond most favorably to the writing.

Author

• Sharon K. O'Kelley, Francis Marion University