A Synthesis of Mathematics Writing: Assessments, Interventions, and Surveys

Powell, Sarah R.; Hebert, M.; Cohen, Jeremy A.; Casa, Tutita M.; Firmender, Janine M.

doi:10.17239/jowr-2017.08.03.04

Cited by 36 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite that all of the curriculum series were selected because they were reported to align to the CCSS‐M, the range of curricular approaches may have contributed to the great variation across the characteristics of the writing prompts in the student books. However, given that curriculum resources are used as guides for instruction (Banilower et al, ), and “[s]urveys revealed teachers rarely provided students opportunities to write in mathematics compared to other content areas“ (Powell, Hebert, Cohen, Casa, & Firmender, , p. 518), the results of the current study further suggest that the mathematics education field could benefit from more explicit guidance about mathematical writing.…”

Section: Discussionmentioning

confidence: 65%

An analysis of the amount and characteristics of writing prompts in Grade 3 mathematics student books

Casa

MacSwan

LaMonica³

et al. 2019

School Sci & Mathematics

View full text Add to dashboard Cite

Curriculum guidelines and professional organizations’ recommendations lack details about how often and how much students should write in mathematics and what characteristics should define their writing. This study presents an analytic framework that addresses how often students are prompted in student mathematics books to write, how much they may be encouraged to write, and the characteristics of the writing prompts. Consequently, 2,095 writing prompts in student books across 10 comprehensive Grade 3 resources were analyzed. Findings indicate a marked variation in how often and how much students are positioned to write. Most prompts have students explain what they did to solve a problem and why about number concepts, with most pressing for procedures. The greatest percentage of prompts had students write about their own solutions and do not urge them to include specific writing features.

show abstract

Section: Discussionmentioning

confidence: 65%

An analysis of the amount and characteristics of writing prompts in Grade 3 mathematics student books

Casa

MacSwan

LaMonica³

et al. 2019

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

“…The Standards of Mathematical Practices within the CCSSM (2010) emphasize that students should be able to describe and justify their mathematical reasoning. The results of this study provide preliminary evidence that teachers can support students’ efforts to do so by embedding writing activities in their instruction, and providing students with LD with learning strategies that incorporate writing to make sense of problems and explain their reasoning (Powell et al, 2017). The POD✓ is one potential strategy that may aid mathematical writing instruction.…”

Section: Discussionmentioning

confidence: 91%

“…The interventionist also taught students how to use an explicit strategy, the POD✓, to guide their problem solving process. Following research recommendations (Powell et al, 2017), the POD✓ strategy was used to explicitly teach mathematics writing through problem solving, and was embedded in each intervention lesson. The first step of the POD✓(propose) was designed to assist students in recognizing and understanding key information in word problems.…”

Section: Methodsmentioning

confidence: 99%

“…Encouraging students to explain and justify their responses to mathematics problems may help students with disabilities monitor and reflect on their problem-solving process (Woodward et al, 2012). Research suggests that mathematics writing, which is defined as any writing (handwritten or typed words) related to learning mathematics content (Powell, Hebert, Cohen, Casa, & Firmender, 2017), allows students to explain their mathematical thinking and has a positive effect on students’ content knowledge (Porter & Masingila, 2000).…”

Section: Explicit Strategy Instruction and Mathematical Writingmentioning

confidence: 99%

See 1 more Smart Citation

Teaching Rate of Change and Problem Solving to High School Students With High Incidence Disabilities at Tier 3

Bundock

Hawken

Kiuhara

et al. 2019

Learning Disability Quarterly

View full text Add to dashboard Cite

Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students’ conceptual understanding of mathematics. Combining CRA-I and explicit instructional strategies may increase students’ conceptual understanding and ability to express mathematical reasoning through writing. This study included three ninth-grade students with disabilities, and employed a multiple-probe design across-participants to investigate a functional relation between an explicit instructional strategy within a CRA-I framework and high school students’ with disabilities proficiency in solving rate of change problems. Results showed that all three students improved their mathematics scores (combined Tau-U effect size = 0.77, p < .001) and maintained improvements during a 1- to 7-week post-instruction phase. Implications for research and practice related to mathematics instruction and intervention specifically for students with learning disabilities are discussed.

show abstract

“…60)." A key aspect of mathematics communication is writing about mathematics, which requires the use of written language of mathematics to express ideas, explain problem solving, clarify reasoning, and engage in constructive argumentation (Powell et al, 2017). Empirical evidence from vigorous intervention studies indicates that organized classroom writing can significantly improve student mathematics achievement.…”

Section: Literature Reviewmentioning

confidence: 99%

An Investigation of Pre-Service Teachers’ Previous Mathematics Learning Experience from Elementary School to College and How It Relates to Attitudes and Beliefs about Mathematics Learning and Teaching

Liu

Pourdavood

2018

IJLTER

View full text Add to dashboard Cite

The purpose of the present study is to investigate pre-service teachers' previous mathematics learning experience from elementary school to college and how it relates to their attitudes and beliefs about mathematics learning and teaching. Data were collected over two semesters from a total of 67 pre-service teachers in a mathematics methods course at a mid-Western university. The results indicate that different mathematics learning tools or strategies were emphasized at different grade levels. While a few strategies that support meaningful learning showed consistent growth in their use at higher grade levels, memorization remained a heavily used strategy at all grade levels. Certain research-proven strategies (manipulatives, illustrations, measurement) were used less often at higher grade levels. Regarding the relationship between previous learning experience and current mathematics-related attitudes and beliefs, we found very limited support. Findings were discussed and educational implications were provided.

show abstract

A Synthesis of Mathematics Writing: Assessments, Interventions, and Surveys

Cited by 36 publications

References 0 publications

An analysis of the amount and characteristics of writing prompts in Grade 3 mathematics student books

An analysis of the amount and characteristics of writing prompts in Grade 3 mathematics student books

Teaching Rate of Change and Problem Solving to High School Students With High Incidence Disabilities at Tier 3

An Investigation of Pre-Service Teachers’ Previous Mathematics Learning Experience from Elementary School to College and How It Relates to Attitudes and Beliefs about Mathematics Learning and Teaching

Contact Info

Product

Resources

About