Article Summary

First-Time Teacher-Researchers Use Writing in Middle School Mathematics Instruction    PDF

2003, Vol. 13, No. 2, 38-46

This paper is a study of 4 middle school teacher-researchers who engage in action research projects for the first time, in which they incorporate writing activities as part of their instructional practices. Embedded in a professional development program with an emphasis on reform mathematics efforts, the teacher-researchers report to their research support group on their experiences with using writing. They used writing in order to improve classroom communication and state-mandated test scores. Recordings of conversations, written reflections, and other documents showed that they used various writing activities including journal writing, essays, problem solving, and the writing of stories. The teacher-researchers identify the major benefits of using writing to be the support of student thinking and the increase in student discourse. The teachers’ projects encouraged future ideas for instructional change.

Part of this research was presented at the 2002 Annual Meeting of the Mid-Western Educational Research Association, Columbus, OH. October 17, 2002.

About the Author:
Drew K. Ishii is a doctoral candidate in mathematics education at The Ohio State University in Columbus, Ohio. His research interests are writing in mathematics, mathematical discourse and communication, and representations.


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