Writing and Mathematical Problem-Solving: Effects of Writing Activities on Problem-Solving Skills of Elementary Students

摘要

This action research study summarizes the use of writing activities with a group of 20 urban elementary students. The study investigates the effect of integrating supplemental writing activities with traditional mathematics instruction on student performance in problem solving, understanding of mathematical concepts, and willingness to participate in problem solving activities. Students met and participated in problem solving activities three times per week over an eight-week period. Students were asked to complete problem solving prompts and write about their problem-solving solutions. Performance data was collected using a problem solving writing rubric for evaluating student journal responses, anecdotal records, and classroom teacher response surveys.