Running Head: Using Writing to Learn in Mathematics

Using Writing to Learn in Mathematics to Improve

Students Mathematical Reasoning

Amanda Eiman

University of Nevada, Las Vegas






















Using Writing to Learn in Mathematics to Improve
Students Mathematical Reasoning

Abstract:
Writing to learn is a pedagogical approach that stems from the idea that the
reasoning required to write about a concept will help students gain understanding of the
concept. Through the use of Writing to Learn, teachers can model how to think through a
problem and teach students to ask themselves questions when solving problems. In many
mathematics classes, story problems are decontextualized and students lack the experience
to think through them. Writing to learn will help to alleviate this problem by offering
students a manageable approach to tackle word problems. Once students are accustomed
to implementing the steps of writing to learn, their overall ability to reason as well as the
use of target vocabulary will improve. Students will be better able to deconstruct a word
problem, work it through, and explain their reasoning and thought process. Using this
process can lead to deeper class discussions and enhance student ability to solve problems.

Instructions:
In order to start Writing to Learn in Mathematics the teacher needs to model the
process for several days until students are confident in the process and are able to
complete it independently.
The process is as follows:
1. The problem from the board is:
2. What am I thinking? (Students must think through the problem using the steps
they have seen the teacher model.)
a. Whats the key word in the problem?
b. Whats the rule?
c. Whats the first step?
3. Solve it with mathematics.
4. Solve it with words.

Example: The following is a sample of student work for steps 1 and 2 of the writing to
learn process. The sample was pulled from chapter 8 of Fisher and Freys text on improving
adolescent literacy.

1. Find the 1/16 scale volume of a square pyramid with a height of 75feet and a
base area of 2,500 feet squared.
2. What am I thinking?

The problem I have chosen is a volume problem. For this I need the volume of a pyramid with
a square base. Another part of the problem tells me that I will need to find the similitude of
the pyramid to a 1/16
th
scale. The rules for my problem are the formula for volume of a
pyramid and finding the volume scale will be the volume of the model divided by the ratio
cube. The formula for volume of a pyramid is V=1/3BH. B is the base area and H is the height.
The problem gives me the height and the base area so the hard part of the question is going to
be drawing it to scale. The first part of my process is will be finding the volume of the model

and then I will cube my ratio because this is a volume of the model to find the volume of the
actual size.

Conclusion:
When students follow the step of the writing to learn process it forces them to think
the problem out before starting to solve the problem. The process also allows the teacher
insight into the students thought process. If the student made an error the teacher would
be able to pinpoint exactly where the error was made. This process stops the student from
just guessing and enables them to show their thinking. The responses do not have to be
long it can be as short as a few sentences. This process can be adapted for any grade level.

Extensions:
Writing to learn can be used on for a variety of math problems ranging from word
problems to basic computation. This process can also be adjusted to be used in other
content areas such as social studies, science, etc.


Adapted from:
Fisher, D., & Frey, N. (2011). Improving adolescent literacy: Content area strategies at work.
New York, NY: Pearson.
Fry, S., & Villagomez, A. (2012). Writing to learn: Benefits and limitations. College Teaching,
60(4), 170-175.