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Teachers often find it difficult to integrate writing and mathematics while honoring the integrity of both disciplines. In this article, the authors present two levels of integration that teachers may use as a starting point. The first level, writing without revision, can be worked into mathematics instruction quickly and readily. The second level, writing with revision, may take more time but enables teachers to connect the writing process more fully with mathematics instruction. Six examples are provided, including student work, in which teachers have successfully attended to the goals of both writing and mathematics.

Ample evidence is available to support the contention that, for learning to be meaningful, concepts must be connected and integrated within the experiences of the learner. In mathematics, at least three kinds of connections are particularly beneficial: connections within mathematics, across the curriculum, and with real world contexts. The authors' work with preservice and inservice teachers has convinced them that teachers possess both the willingness and the capability to help students make meaningful connections, given encouragement and support. This article focuses on making mathematical connections across the curriculum; activities which help teachers learn how to design their own are shared.