Writing Into Mathematics for Deeper Understanding

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## Writing Into Mathematics for Deeper Understanding

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**Writing Into Mathematics for Deeper Understanding**Lynn GraingerGrade 3Beekman Elementary SchoolArlington Central School District201 Lime Ridge Rd.Poughquag, NY 12570lgrainger@acsdny.org**Question**How can writing a word problem based upon a mathematical equation and/or graphic representations enhance a student’s understanding of mathematical concepts?**Reasons for Writing in Math Class**Support Learning • Examine what they have learned • Reflect on what they have learned Assessment • Emphasis on the process, not just the correct answer • Explain thinking and defend one’s ideas**Types of Writing in Math Class**Without Revision • Learning Logs • Making Notes • Taking Notes • Think – Write – Share (often on white boards) Published Works • Class Book • Alphabet Book Shared Writing • Teacher recording of student’s understandings with revisions • Classroom Charts**Context**third grade self-contained heterogeneous class 22 students ranging from ages 7-9 middle class suburban school**Literacy Practice**• First assignment for you • One traditional word problem with more writing than what is demanded in most math classes • What are the literacy practices for the student in solving this problem?**Let’s Talk About It**• What literacy skills are being reinforced in the first word problem? • What higher order thinking skills are required?**Literacy Practice**• Another assignment for you • Let’s look at this in a different way. • What are the literacy practices for the student in solving this problem?**Let’s Talk About It**• What literacy skills are being reinforced in second and third word problems? • What higher order thinking skills are required? • What does it demand of you? • as a mathematician? • as a reader? • as a writer?**What’s the Difference**Usually we ask students to decontextualize in order to solve word problems. By providing them with mathematical work we move from the abstract to the concrete. They contextualize the numbers.**Supporting Research**• Works Cited • Burns, Marilyn. Writing in Math Class: A Resource for Grades 2-8. Sausalito, CA: Math Solutions Publications, 1995. Print. • O'Connell, Susan, Celia Beamon, Susan Denvir, Leila Dowdall, Nikki Friedland, and Joelle Ward. "Aiming for Understanding: Lessons Learned about Writing in Mathematics: Reflect and Discuss." Teaching Children Mathematics (2005): 192. Print. • Parker, Renee, and M. Lynn Breyfogle. "Learning to Write about Mathematics." Teaching Children Mathematics 18.2 (2011): 90. Print. • Staal, Nancy. "Teaching Math All Write." Teaching Children Mathematics 18.4 (2011): 224. Print. • Whitin, Phyllis, and David Whitin. "Promoting Communication in the Mathematics Classroom." Teaching Children Mathematics 9.4 (2001): 205. Print. • Wilcox, Brad, and Eula Ewing Monroe. "Integrating Writing and Mathematics." The Reading Teacher 64.7 (2011): 521-29. Print. • Winograd, K., and K. M. Higgins. "Writing, Reading and Talking Mathematics: One Interdisciplinary Possiblity." Reading Teacher 48.4 (1994): 310-19. Print.**Mathematical Practices Focused On In Writing Word Problems**• MP1 Make sense of problems and persevere in solving them. • MP2 Reason abstractly and quantitatively. • MP3 Construct viable arguments and critique the reasoning of others. • MP4 Model with mathematics. • MP7 Look for and make use of structure.**Critical Areas for Grade 3**• developing understanding of multiplication and division and strategies for multiplication and division within 100; • developing understanding of fractions, especially unit fractions (fractions with numerator 1); • developing understanding of the structure of rectangular arrays and of area; • describing and analyzing two-dimensional shapes**Student Work**• Let’s talk about what Connor understands. • How does the structure of the assignment help the student?**Student Work**• With a partner examine the other 3 work samples. • On post-it notes record what student understandings are and what are the student’s needs. • Think about how is the requirement pushing a student’s learning deeper.**Back to My Question**How can writing a word problem based upon a mathematical equation and/or graphic representations enhance a student’s understanding of mathematical concepts?