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A Mathematics Intervention to Engage Elementary Students in Mathematical Writing
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Author(s): Madelyn W. Colonnese (Reading and Elementary Education Department, Cato College of Education, University of North Carolina at Charlotte, USA)and Fabiana Cardetti (Department of Mathematics, College of Liberal Arts and Sciences, University of Connecticut, USA)
Copyright: 2024
Pages: 16
Source title:
Illuminating and Advancing the Path for Mathematical Writing Research
Source Author(s)/Editor(s): Madelyn W. Colonnese (Reading and Elementary Education Department, Cato College of Education, University of North Carolina at Charlotte, USA), Tutita M. Casa (Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, USA)and Fabiana Cardetti (Department of Mathematics, College of Liberal Arts and Sciences, University of Connecticut, USA)
DOI: 10.4018/978-1-6684-6538-7.ch010
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Abstract
Mathematical writing is an important yet underutilized mode of discourse. Teachers play an important role in implementing and engaging their students' mathematical writing. However, research on mathematical writing does not offer suggestions for how teachers can engage students in mathematical writing. The purpose of this chapter is to contribute to this area of research by describing how teachers implemented a systematic mathematical writing intervention during a summer school program. The student writing resulting from the intervention demonstrated that students can successfully engage in mathematical writing. Further, students' written work showed key elements of mathematical writing and indicated an understanding of the subconstructs of fraction conceptualization that appeared to be absent prior to the intervention.
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