W.R.I.T.E.: Writing’s Role in Thoughtful Endeavors

Catherine Miller, University of Northern Iowa

Writing, in many ways, is problem solving. Having students write in mathematics classes combines the problem solving of writing with that of mathematics. It enables students to construct explanations that, using language, help them make sense of abstract aspects of mathematics. The result is that students learn mathematics.

The purpose of this talk is twofold. First, I will provide university mathematics teachers an opportunity to explore the power of writing as a tool to teach mathematics. I will present reasons why writing in mathematics classes helps students learn mathematics. This will not be a drawn out presentation of research, but compelling reasons explaining why writing in mathematics is so effective.

Secondly, a variety of prompts and writing activities will be shared, focusing on “lower level” mathematics classes. I have used, and shared with colleagues, a number of writing assignments I have used when teaching mathematics. Some of these assignments are designed to help students understand a concept. I use others to assess student learning, help students prepare for tests and communicate mathematically. Lastly, I use writing to address the affective side of learning mathematics that occurs in many lower level classes. Many students in these classes do not do not do not like, nor value mathematics. Through writing, teachers can address these issues that often get in the way of student learning.

Teachers in attendance will be given ideas they can adapt for their own use, to continue or to begin using writing when teaching mathematics.