Writing in Mathematics: An Alternative Form of Communication for Academically Low-Achieving Students (Other (Not Listed) Sample)

Writing in Mathematics: An Alternative Form of Communication for Academically Low-Achieving Students Student's Name Instructor's Name Institutional affiliation Course Date Baxter, J. A., Woodward, J., & Olson, D. (2005). Writing in mathematics: an alternative form of communication for academically low‐achieving students. Learning Disabilities Research & Practice, 20(2), 119-135.  https://doi.org/10.1111/j.1540-5826.2005.00127.x 1 Purpose The study's aim was to investigate what writing says about the mathematical prowess of low-achieving kids. Our research looks at different facets of mathematical proficiency, despite procedural systems historically being the main emphasis of mathematics training in the US. The following inquiries guided the researchers in their study: 1. What does writing convey about conceptual knowledge in students? 2. What do the pupils' writing samples reveal about their strategic acumen? 3. What do the pupils' writing samples reveal about their flexible reasoning? 2. Rationale for the study Problems that occur when teachers integrate new discourse patterns while teaching mathematics have been discovered in classroom-based investigations. According to the findings of various research, academically underachieving pupils behave passively in small groups. Additionally, inequalities in status or ability within the discussion group may result in weak interactions that accomplish little to advance students' mathematical reasoning. Therefore, the challenge is to involve all pupils in meaningful mathematical communication. Oral talks can be supported and extended by written tasks that push students to defend and explain a solution to a problem. However, writing as a tool to test, question, and clarify thoughts slows down the relatively quick speed of oral dialogues. In mathematics studies, writing can take on a variety of formats, from more formal evaluations, where well-edited papers presenting a rational argument are the goal, to less formal, impromptu journal writing that gives students a chance to describe their thoughts about mathematical concepts. The latter type sometimes referred to as writing to learn, is the subject of the analysis we are doing right now. This style of writing could include notes, succinct justifications, illustrations, or diagrams. According to supporters of writing to learn, many potential advantages exist when students regularly write as part of their mathematical training. In addition, the researchers discovered elements that improve the effectiveness of writing and are compatible with the present study's approach, such as treatment length.  1 Research design and procedures Subjects The current investigation is a part of a series of investigations targeting underachievers in mathematics classes undergoing reform at intermediate grade levels. The Pacific Northwest middle school's seventh-grade regular math class was the subject of the researchers' investigation. Based on CTBS, Comprehensive Test of Basic Skills, special education-eligible students had scored two years below grade level. The researchers selected four special education children whom all performed in the bottom third of their class on the CTBS's mathematics subtest for the current analysis. Danny and Ursula were two of the focus pupils who had math-related IEP objectives. Frieda, a third focus pupil, had math IEP goals up until this year, at which point it was determined that she had slipped to one year behind their grade level. Sam, the fourth target pupil, had reading and writing objectives in his or her IEP. Sam did not have IEP goals for math, but his teacher noticed that he was performing one year below grade level and had several "holes" in his knowledge and abilities. Instruments  For fifteen years, Ms. Carter had been a math and language arts teacher in middle school. For this study, Ms. Carter gave the students a mathematics project once a month in which they had to investigate an open-ended subject and come up with solutions in small groups. A common class plan was to review assignments, explain the task, give students time to work on it in small groups, offer time for discussion of their progress, and then assign homework. Ms. Carter also developed writing exercises relevant to the mathematical concepts being covered in class, enhanced students' understanding of their cognitive processes, and promoted "personal ownership" of knowledge.  Data Collection   Over the course of the year, researchers checked in on activities in the classroom two to three times per week. Two observers came to the classroom on different days or at the same time. Each observer took thorough field notes. The observers noted the mathematical emphasis of the session, target students' participation in large and small discussions, and exchanges between each target pupil and Ms. Carter. In addition, at least once every week, students were asked to write in their math journals. Each pupil penned an aggregate of 30 diary entries from October through April. The journals were read by Ms. Carter as well as the researchers. The teacher was also the subject of an interview by the researchers.  Data Analysis  In many instances, the target students' diaries provided a perspective on their participation in math lessons substantially different from what was noted in classroom observations. According to what we had observed, the four focus learners showed little interest in volunteering in class and were frequently preoccupied with social issues. Our examination of the students' journals revealed that Frieda, Ursula, and Sam, three of the target students, made an effort to discuss their thoughts and mathematical justification in their diaries. Unfortunately, Danny performed the worst out of the four target pupils. While the scores of the other three pupils were above 70%, just 30% of his score-able diary entries were accurate. 2 Findings The four students had similar difficulties in math. According to Ms. Carter, Ursula, Frieda, and Sam struggled to comprehend seventh-grade mathematics because they had significant "holes" in their knowl...