Writing about mathematics holds a wealth of benefits for students. When students are given opportunities to write in math class, it helps develop mathematical thinking and language (Carter 2009; McCarthy 2008; Yang 2005), encourages self-reflection (Carter 2009; Danielson 2010; O'Kelley 2013), and provides a better way to organize ideas (Linhart 2014; Rogers 2014). Many teachers incorporate journaling and other types of reflective writing into their instruction already (Sjoberg, Slavit, and Coon 2004; Sanders 2009), but what about other forms of writing? NCTM states the importance of writing, in that students in the middle grades should be “more explicit about basing their writing on a sense of audience and purpose” (NCTM 2000, p. 62). How can we help students develop this important skill in math class?.


Edited by Alessandra King, alessandra.king@holton-arms.edu, Holton-Arms School, Bethesda, Maryland, and Julie Amador, jamador@uidaho.edu, University of Idaho, Coeur d'Alene. Readers are encouraged to submit manuscripts through http://mtms.msubmit.net.

Contributor Notes

Melissa D. Gunter, melissag@norman.k12.ok.us, is the math curriculum coordinator for the Norman Public Schools in Norman, Oklahoma. She is also pursuing her PhD in mathematics education at the Jeannine Rainbolt College of Education at the University of Oklahoma. She is interested in communication in the math classroom and how the history of mathematics may inspire problem solving.

(Corresponding author is Gunter melissag@norman.k12.ok.us)
Mathematics Teaching in the Middle School
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