Writing, Mathematics, and Metacognition: Looking for Connections Through Students' Work in Mathematical Problem Solving

Abstract

This study investigated whether students' writing about their mathematical problem solving processes showed evidence of a metacognitive framework. Twenty ninth‐grade algebra students provided written descriptions of their problem solving processes as they worked mathematics problems. A qualitative analysis of the data indicated the presence of a metacognitive framework. Students' written descriptions demonstrated engagement of various metacognitive behaviors during orientation, organization, execution, and verification phases of mathematical problem solving. This article provides a description of the more predominant metacognitive behaviors identified through the data analysis. The findings of this study underscore the importance of implementing writing as an integral part of the mathematics curriculum and emphasize the need for additional research on writing in mathematics.