High-School Students Write about Math

Abstract

A stereotype. English teachers are English teachers because they liked English in high school and college. Similarly, math teachers are math teachers because of an affinity for math. A dilemma. With the current push from every corner to write in all disciplines, math and English face serious courting. This courtship will challenge our narrow educations like never before. I speak from braincrunching experience. Recently, with the help of an Algebra I instructor, I designed a writing unit that coincided with an algebra unit on solving problems with two variables. Using a writing lab, students worked on a series of tasks that involved writing about the math concepts they were studying in Algebra I. The math-writing unit lasted about three weeks and followed a process approach. The unit brought writing to all the angles of thinking required in learning about solving equations with two variables. Above all, it required that I understand the algebra being taught. Frankly, if you continue to read this article, you, too, will have to think about mathematical procedures. In math, children think with numbers and relationships but not necessarily with words and phrases. The author of the math text draws both together. The math instructor searches for words to teach the mathematical processes. Although students must confront the verbal explanations of the author and teacher, they seldom verbalize their own math work. Hopefully, verbalization through writing slows down and solidifies the thinking. Moreover, once students construct verbal patterns, they more readily recognize the logic in similar writings in texts and class handouts. I assume that when students find the accurate