2. “ How does using math vocabulary in story writing affect student knowledge of math concepts?”
3. In her book Writing in Math Class , Marilyn Burns writes “Students’ early school experiences with learning mathematics are critical for forming their basic attitudes and understandings. During the elementary grades, they must develop an appreciation for and interest in mathematics, learn to think and reason mathematically, and be prepared to face new mathematical challenges.” (p.5)
4. My name is Al Rudnitsky. I was one of Diana Callahan’s professors. Along with Susan Etheredge, Sue J.M. Freeman and Therese Gilbert, I did an important study that had students writing math stories using specific word problem structure and correlated this teaching approach to an increase in student’s ability to solve word problems. I’m not Therese Gilbert – but this image comes up on Google when you search for her.
5. Next year, I plan to work collaboratively with the Math coordinator to design lessons that introduce Math as a Genre in Story Writing. Also, we will design and deliver pre- and post-tests to (hopefully) establish student gains in student knowledge of mathematics.
6. Works Cited: Burns, Marilyn. Writing in Math Class .. Sausalito: CA. Math Solutions Publications, 1995. Dacey, Linda and Eston, Rebeka. Show and Tell Representing and Communicating Mathematical Ideas in K-2 Classrooms .. Sausalito, CA: Math Solutions Publications, 2002. Gregory, Cinde. Use the muses for math. (story-making activities that boost kids’ math skills). Instructor (1990) v103.n8 (April 1994): pp30(2). Rudnitsky, Al; Etheredge, Susan; Freeman, Sue J. M.; Gilbert, Therese. Learning to Solve Addition and Subtraction Word Problems through a Structure-plus-Writing Approach . Journal for Research in Mathematics Education , Vol. 26, No. 5. (Nov., 1995), pp. 467-486.
