1. Using Writing in Math
Greg Stiffler
Community College of Baltimore County
AFACCT ‘12 Conference: Montgomery
College, Rockville
Session 6.3, January 6th, 11:40am-12:50pm
gstiffler@ccbcmd.edu
2. Writing, Really?
• Why do students hate writing in math?
– Don’t see need for it
– “Math’s just numbers and symbols”
– One more thing to do
• “Students can’t explain what they just did on
paper”
– Tell me what you did on this problem
– What don’t you understand?
• “everything”
3. Research and Background
• Many writing assignments research
• Some instructors have students give
“directions” for a problem
• Writing forces students to think about what is
being said
• Writing in English helps to learn the language,
writing about math helps to solidify thoughts
4. Research and Background (cont.)
• Writing not always emphasized in curriculums
– At CCBC writing must be a part of every course
– 85% of course grade proctored, including writing,
which allows for varying interpretations
• Strict pacing in many math classes
5. Research and Background (cont.)
• Research says:
– Vygotsky notes writing helps create meaning in
activities, and forces students to be aware of their
own metacognition and thought processes (Pugalee,
2001)
– Stonewater found journals improved metacognition
and attitudes toward math (2002)
– Writing gives students a voice
– “I know these equations, but I have no earthly idea
when and where to use them” notes a student in a
journal (Elliot, pg 92)
6. What Can be Done?
• Journals/Portfolios
• Short reflections
• Story telling
– Students finished a story using logic and math that
involved a prince courting a woman in Chile. They
had to use math to solve the problem, and make it
interesting (Uy & Frank, p.180-1)
• Read and comment on outside books
7. And You?
• Two math courses to consider
– Math 083 (Intermediate Algebra)
– Math 163 (College Algebra)
• Rigorous, generally not known for writing
applications, especially 083
• Used blogs/journals done through Blackboard
(9.1) for Math 163 and Portfolios for Math 083
8. Assignments
• Math 083
– After each quiz or test, students had to correct
and reflect on their assignment
– Three parts per assignment
• Original test/quiz
• Corrections
• Reflection
– Compiled in portfolio, organization also part of
grade
9. Assignments (163)
• Math 163
– After each test or quiz, students post on a blog on
Blackboard
– Comment on what was particularly difficult or
easy, what they will do better or the same next
time
– Can make other comments
10. Findings?
• Still early but student work gave interesting
insights
– Students liked having the blog to express thoughts
– Portfolio forced them to be organized
– Simple reflection revealed interesting
backgrounds
13. References
• Elliot, W. L. (1996). Writing: A necessary tool for learning. The
Mathematics Teacher, 89, 92. Retrieved from
http://proquest.umi.com/
• Pugalee, D. (2001). Writing, mathematics, and metacognition.
School Science and Mathematics, 101, 236-45. Retrieved
from http://proquest.umi.com/
• Stonewater, J. (2002). The mathematics writer’s checklist: The
development of a preliminary assessment tool for writing in
mathematics. School Science and Mathematics, 102,
324-34. Retrieved from http://proquest.umi.com/
• Uy, F., & Frank, C. (2004). Integrating mathematics, writing, and
literature. Kappa Delta Pi Record, 40, 180-82. Retrieved from
http://proquest.umi.com/
