Integrating Writing into Mathematics
By Melissa Schwartz, Guest Author
“I can no longer imagine teaching math without making writing an integral aspect of students’ learning,” states Marilyn Burns in her article, “Writing in Math.” Next-generation math learning requires writing out the problem-solving process. Writing in math allows students to reflect, organize their ideas, and open up their problem-solving methodology to others. In a generation of STEAM (Science, Technology, Engineering, Art, and Mathematics), explaining ideas and the thinking behind strategies is crucial.
When people think of writing in school, they often think of story or informational writing. This writing, usually completed in language arts or social studies, differs greatly from writing in math. According to Marilyn Burns, writing in math is a way to encourage students to reflect on what they’ve learned and “explore, extend, and cement their ideas about the mathematics they study.” When students reflect about their own learning, they become more successful problem solvers.
When I began using Singapore Math methodology with my fourth graders, I noticed that they had trouble grasping the “why” and “how” behind their problem-solving, despite being able to correctly answer multi-step word problems. In response, I started to have my students keep a math journal in order to record their math work, process, thinking, and reflections in an organized way.
When starting math journals, students can record their thoughts on what they learned, what they were unsure or confused about, or what they did in class. Journal entries can become more complicated as the year goes on. Students can write explain their methodology of solving problems and reflect on mistakes to help them learn from them.
Types of Journal Entries
There are four types of journal entries: investigative, descriptive, evaluative, and creative.
- Investigative entries describe when students explore a new concepts and make a connection to prior learning. For example, “Four friends share a box of crayons. Each box contains 24 crayons. If each friend uses ¼ of the box of crayons, how many crayons does each friend use?”
- Descriptive entries refer to when students describe or explain a math concept. For example, “Use pictures, diagrams, and/or words to describe the meaning of ¼ of 24.”
- Evaluative entries describe when students argue for or against a strategy and explain whether or not they think the answer is correct or incorrect. They also explain what they believe to be the best strategy to use to solve the problem. For example, “What strategy would you use to best solve ¼ of 24?”
- Creative entries refer to when students write their own word problem when given the answer. For example, “Each friend uses 6 crayons. What’s the question?”
How to Start Math Journaling
Start small to avoid being overwhelmed by all of the possibilities for your students’ journals before getting started. Have your students break their notebooks up into three sections: Math Problem Responses, Math Exit Tickets, and Math Vocabulary. In Math Exit Tickets, your students should write about what they learned each day, and in Math Vocabulary, they should draw examples of the vocabulary word concepts that they learn.
Math Stems
When students are first starting out with their math journals, give them sentence starters to help them start the process of writing about solving math problems. Some examples include:
- I think the answer is ______________ because ______________.
- A different way to solve this problem is ______________.
- I don’t understand ______________.
- The mistakes I most often make are ______________ because ______________.
- What I like best is ______________ because ______________.
- The most important part of solving this problem is to remember ______________.
- What I know about ______________ so far is ______________.
- I knew my answer was right when ______________.
Journaling is as important — if not more important — than answering a question correctly. Math journals provide your students with an accountability system to complete thoughtful work, prepare for state computer-based testing, and create a record of their progress. As a teacher, it’s important to provide your class with opportunities to express their thoughts and feelings in mathematics.
Melissa Schwartz, still a kid at heart, is a fourth grade teacher in an elementary school in Northern New Jersey. As a teacher for over ten years, she provides her students with the gift for the passion of learning. She prides herself in teaching lessons that are interactive, educational, and fun. Melissa received a dual degree in both elementary and special education at the University of Delaware. She also received a Masters Degree as a Reading Specialist and Supervision at Fairleigh Dickinson University. In addition to teaching fourth grade, she has taught third grade, gifted and talented, and special education. She also received the honor of “Teacher of the Year” during her second year of teaching! Melissa also has a passion for traveling, history, reading, and a love of her dog, Maggie.
