Abstract
AbstractMathematical writing recently has been defined as writing to reason and communicate mathematically. But mathematics instructional resources lack guidance for teachers as to how to implement such writing. The purpose of this paper is to describe how methods of design‐based research were used to develop an instructional resource when one does not currently exist. Thirty‐four participants—including teachers, mathematics coaches, mathematics curriculum developers, literacy coaches, a mathematician, and academics in elementary mathematics education, mathematics education, writing education, and science education—participated in a multi‐step process to recommend, revise, and confirm instructional guidelines for elementary mathematical writing. The development process began with thirty‐two recommendations from science writing and language arts writing. Through multiple cycles of feedback, five instructional guidelines and related considerations and techniques for implementation of elementary mathematical writing emerged.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
