724
Views
1
CrossRef citations to date
0
Altmetric
Articles

Intent and enactment: Writing in mathematics for conceptual understanding

ORCID Icon

References

  • Ackerman, J. M. (1993). The promise of writing to learn. Written Communication, 10(3), 334–370. doi:10.1177/0741088393010003002
  • Adams, A. E., & Pegg, J. (2012). Teachers’ enactment of content literacy strategies in secondary science and mathematics Classes. Journal of Adolescent & Adult Literacy, 56(2), 151–161. doi:10.2307/23367721
  • Applebee, A. N. (1981). Writing in the secondary school: English and the content areas (Research Monograph 21). Urbana, IL: National Council of Teachers of English.
  • Applebee, A. N. (1984). Writing and reasoning. Review of Educational Research, 54(4), 577–596. doi:10.3102/00346543054004577
  • Applebee, A. N. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago, IL: University of Chicago Press.
  • Applebee, A. N., & Langer, J. A. (2011). A snapshot of writing instruction in middle schools and high schools. English Journal, 100(6), 14–27.
  • Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29–58. doi:10.3102/00346543074001029
  • Borasi, R., & Rose, B. J. (1989). Journal writing and mathematics instruction. Educational Studies in Mathematics, 20(4), 347–365. doi:10.1007/bf00315606
  • Bostiga, S. E., Cantin, M. L., Fontana, C. V., & Casa, T. M. (2016). Moving math in the write direction: Reflect and discuss. Teaching Children Mathematics, 22(9), 546–554. doi:10.5951/teacchilmath.22.9.0546
  • Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
  • Burton, G. M. (1985). Writing as a way of knowing in a mathematics education class. The Arithmetic Teacher, 33(4), 40–45.
  • Chandler-Olcott, K., Doerr, H. M., Hinchman, K. A., & Masingila, J. O. (2015). Bypass, augment, or integrate: How secondary mathematics teachers address the literacy demands of standards-based curriculum materials. Journal of Literacy Research, 47(4), 439–472. doi:10.1177/1086296X16632040
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Los Angeles, CA: Sage Publications.
  • Cohen, J. A., Casa, T. M., Miller, H. C., & Firmender, J. M. (2015). Characteristics of second graders’ mathematical writing. School Science & Mathematics, 115(7), 344–355. doi:10.1111/ssm.12138
  • Common Core State Standards Initiative. (2017). Standards for mathematical practice. Retrieved July 17, 2017, from http://www.corestandards.org/Math/Practice/
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage Publications
  • Daniels, H. (1994). Literature circles: Voice and choice in the student-centered classroom. York, ME: Stenhouse Publishers.
  • Emig, J. (1977). Writing as a mode of learning. College Composition and Communication, 28(2), 122–128. doi:10.2307/356095
  • Fisher, D., Frey, N., & Ross, D. (2009). Comprehension is more than a strategy. In K. D. Wood & W. E. Blanton (Eds.), Literacy instruction for adolescents: Research-based practices (pp. 328–343). New York, NY: The Guilford Press.
  • Fortescue, C. M. (1994). Using oral and written language to increase understanding of math concepts. Language Arts, 71(8), 576–580.
  • Goldman, S. R., Britt, M. A., Brown, W., Cribb, G., George, M., Greenleaf, C., Lee, C. D., Shanahan, C., Project, R. (2016). Disciplinary literacies and learning to read for understanding: A conceptual framework for disciplinary literacy. Educational Psychologist, 51(2), 219–246. doi:10.1080/00461520.2016.1168741
  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools—A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
  • Gunter, M. D. (2016). Riding the RAFT. Mathematics Teaching in the Middle School, 22(3), 172–175. doi:10.5951/mathteacmiddscho.22.3.0172
  • Hakkarainen, K. (2003). Progressive inquiry in a computer-supported biology class. Journal of Research in Science Teaching, 40(10), 1072–1088. doi:10.1002/tea.10121
  • Haltiwanger, L., & Simpson, A. M. (2013). Beyond the write answer: Mathematical connections. Mathematics Teaching in the Middle School, 18(8), 492–498. doi:10.5951/mathteacmiddscho.18.8.0492
  • Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3–30). Hillsdale, NJ: Lawrence Erlbaum.
  • Herrington, A. J. (1985). Writing in academic settings: A study of the contexts for writing in two college chemical engineering courses. Research in the Teaching of English, 19, 331–361.
  • Johanning, D. L. (2000). An analysis of writing and postwriting group collaboration in middle school pre-algebra. School Science and Mathematics, 100(3), 151–160. doi:10.1111/j.1949-8594.2000.tb17250.x
  • Jurdak, M., & Abu Zein, R. (1998). The effect of journal writing on achievement in and attitudes toward mathematics. School Science & Mathematics, 98(8), 412. doi:10.1111/j.1949-8594.1998.tb17433.x
  • Kelly, G. J., & Takao, A. (2002). Epistemic levels in argument: An analysis of university oceanography students’ use of evidence in writing. Science Education, 86(3), 314. doi:10.1002/sce.10024
  • Klein, P. D. (1999). Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review, 11(3), 203–270. doi:10.1023/a:1021913217147
  • Knox, H. (2017). Using writing strategies in math to increase metacognitive skills for the gifted learner. Gifted Child Today, 40(1), 43–47. doi:10.1177/1076217516675904
  • Langer, J. A. (1985). Musings. A sociocognitive view of language learning. Research in the Teaching of English, 19(4), 325–327.
  • Langer, J. A. (1991). Literacy and schooling: A sociocognitive perspective. In E. H. Hiebert (Ed.), Literacy for a diverse society: Perspectives, practices, and policies. New York, NY: Teachers College Press.
  • Langer, J. A. (2004). Getting to excellent: How to create better schools. New York, NY: Teachers College Press.
  • Langer, J. A., & Applebee, A. (1987). How writing shapes thinking: A study of teaching and learning. Urbana, IL: National Council of Teachers of English.
  • Lee, C. D. (2007). Culture, literacy, and learning; Taking bloom in the midst of the whirlwind. New York, NY: Teachers College Press.
  • Luke, A. (2001). Forward. In E. B. Moje & D. O’Brien (Eds.), Constructions of literacy: Studies of teaching and learning in and out of secondary classrooms (pp. ix–xii). Mahwah, NJ: Erlbaum.
  • Marshall, J. D. (1987). The effects of writing on students’ understanding of literary texts. Research in the Teaching of English, 21(1), 30–63.
  • Martin, C. L. (2015). Writing as a tool to demonstrate mathematical understanding. School Science & Mathematics, 115(6), 302–313. doi:10.1111/ssm.12131
  • Miall, D. S., & Kuiken, D. (1999). What is literariness? Three components of literary reading. Discourse Processes, 28(2), 121–138. doi:10.1080/01638539909545076
  • Moje, E. B. (2008a). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96–107. doi:10.2307/20111747
  • Moje, E. B. (2008b). Responsive literacy teaching in secondary school content areas. In M. W. Conley, J. R. Freidhoff, M. B. Sherry, & S. F. Tuckey (Eds.), Meeting the challenge of adolescent literacy: Research we have, research we need (pp. 58–87). New York, NY: Guilford Press.
  • Moje, E. B. (2015). Doing and teaching disciplinary literacy with adolescent learners: A social and cultural enterprise. Harvard Educational Review, 85(2), 254–278. doi:10.17763/0017-8055.85.2.254
  • Moje, E. B., Young, J. P., Readence, J. E., & Moore, D. W. (2000). Reinventing adolescent literacy for new times: Perennial and millennial issues. Journal of Adolescent & Adult Literacy, 43(5), 400–410.
  • Morgan, C. (1998). Writing mathematically: The discourse of investigation. London, UK: Psychology Press.
  • National Council of Teachers of Mathematics. (2014). Principles to actions: Executive summary. Retrieved from http://www.nctm.org/PtA/
  • Newell, G. E. (1984). Learning from writing in two content areas: A case study/protocol analysis. Research in the Teaching of English, 18(3), 265–287.
  • Newell, G. E. (2006). Writing to learn: How alternative theories of school writing account for student performance. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 235–247). New York, NY: Guilford Press.
  • Newell, G. E., VanDerHeide, J., & Olsen, A. W. (2014). High school English language arts teachers’ argumentative epistemologies for teaching writing. Research in the Teaching of English, 49(2), 95–119.
  • Ninio, A., & Bruner, J. S. (1976). The achievement and antecedents of labelling. Journal of Child Language, 5, 1–15. doi:10.1017/s0305000900001896
  • O’Brien, D., Moje, E. B., & Stewart, M. A. (2001). Exploring the context of secondary literacy; Literacy in people’s everyday school lives. In E. B. Moje & D. O’Brien (Eds.), Constructions of literacy: Studies of teaching and learning in and out of secondary classrooms (pp. 27–48). Mahwah, NJ: Erlbaum.
  • Parker, R., & Breyfogle, L. M. (2011). Learning to write about mathematics. Teaching Children Mathematics, 18(2), 90–99. doi:10.5951/teacchilmath.18.2.0090
  • Porter, M. K., & Masingila, J. O. (2000). Examining the effects of writing on conceptual and procedural knowledge in calculus. Educational Studies in Mathematics, 42(2), 165–177. doi:10.1023/A:1004166811047
  • Pugalee, D. K. (2001). Writing, mathematics, and metacognition: Looking for connections through students’ work in mathematical problem solving. School Science & Mathematics, 101(5), 236–245. doi:10.1111/j.1949-8594.2001.tb18026.x
  • Pugalee, D. K. (2004). A comparison of verbal and written descriptions of students’ problem solving processes. Educational Studies in Mathematics, 55(1–3), 27–47. doi:10.1023/b:educ.0000017666.11367.c7
  • Rakes, C. (2017). Challenging the status quo in mathematics: Teaching for understanding. Retrieved from The Conversation website http://theconversation.com/challenging-the-status-quo-in-mathematics-teaching-for-understanding-78660
  • Randall, E. G. (2012). The role of writing prompts in a statistical knowledge for teaching course. Mathematics Teacher Educator, 1(1), 23–40. doi:10.5951/mathteaceduc.1.1.0023
  • Seo, B.-I. (2009). Understanding the effect of audience on mathematical writing. School Science & Mathematics, 109(2), 116–127. doi:10.1111/j.1949-8594.2009.tb17944.x
  • Shield, M., & Galbraith, P. (1998). The analysis of student expository writing in mathematics. Educational Studies in Mathematics, 36(1), 29–52. doi:10.1023/a:1003198120666
  • Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based mathematics insturction: A casebook for professional development (2nd ed.). New York, NY: Teachers College Press.
  • Stigler, J., & Hiebert, J. (1997). Understanding and improving classroom mathematics insturction: An overview of the TIMMS video study. The Phi Delta Kappan, 79(1), 14–21. doi:10.1177/003172170308401011
  • Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In A. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research. Thousand Oaks, CA: Sage.
  • Vygotsky, L. (1986). Thought and language. Cambridge, MA: The MIT Press.
  • Wilcox, K. C., Yu, F., & Nachowitz, M. (2015). Epistemic Complexity in Adolescent Science Writing. Journal of Writing Research, 7(1), 5–39. doi:10.17239/jowr-2015.07.01.02
  • Wineberg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and the academy. American Educational Research Journal, 28(3), 495–519. doi:10.3102/00028312028003495
  • Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2006). Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds. Educational Technology Research and Development, 55(2), 117–145. doi:10.1007/s11423-006-9019-0

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.