Peer reviewed
Direct linkERIC Number: EJ1337110
Record Type: Journal
Publication Date: 2022-Apr
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0025-5769
EISSN: N/A
Exploratory Writing to Support Mathematical Sense Making
Colonnese, Madelyn W.
Mathematics Teacher: Learning and Teaching PK-12, v115 n4 p265-271 Apr 2022
The purpose of this article is to share how one teacher implemented exploratory writing within a mathematics lesson to support her third graders in making sense of fractions and communicating their mathematical ideas. The author defines exploratory writing, then describes the teacher's lesson while also presenting a general overview about how to incorporate and encourage exploratory writing within mathematics instruction.
Descriptors: Mathematics Instruction, Content Area Writing, Writing (Composition), Grade 3, Elementary School Students, Fractions, Mathematical Concepts, Elementary School Mathematics, Concept Formation, Cognitive Processes
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
