Though much mathematics instruction focuses on representing ideas with symbols and manipulating those symbols, students still understand mathematics by linking those forms with meaning (Kessler, 1987).
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I think this is one area that teachers working in content literacy struggle with. It takes a very different way of looking at mathematics instruction to value this opinion. I think many of the teachers acknowledge it, but few value it enough to invest the time to understand how to do it well. Our task then becomes to find out ways of enabling math teachers to incorporate writing activities that are well supported and successful.
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It is true that we need to help math teachers with this, but it is also the realization from the math teachers that this concept is valid.
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Start small. It takes a long time to grade writing, especially if you have large classes or teach multiple courses. “Start with one class or use a journal for a specific unit” (Brandenburg, 2002).
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What kinds of writing activities should I have my students do?
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Welcome to the Mathematics Assessment Project - 0 views
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Partnership between Uof Nottingham and Cal Berkeley to design and develop well-engineered assessment tools to support US schools in implementing the Common Core State Standards for Mathematics (CCSS).Funding is provided by the Bill and Melinda Gates Foundation through the University of California, Berkeley.
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