SUPPORTING LEARNING MATHEMATICS THROUGH WRITING: FORMATIVE ASSESSMENT AND INSTRUCTIONAL TOOL

This paper discusses the results of a three month long pilot study in four fourth grade classrooms in the Southeastern United States. The study introduced students to using writing while problem solving to express their process, and share their conceptual thinking about particular mathematical ideas. The writing was used as a learning tool for the students to examine their own mathematical thinking and identify challenges. The research questions that guided the study were: 1) how do students use writing as a tool for learning? 2) What did students' writing reveal about their learning? The findings indicated that students' depth of understanding and gaps in understanding were evident in their writing and their lack of writing. Students' writing also revealed varied problem solving and organizational strategies. From the analysis of student writing the researchers expand on the connection between writing and formative assessment. Additionally, the researchers discuss writing as an instructional tool. Researchers share implications for both classroom practice and future research.