Countryman, J.

Burns, M.

Mason, R.T. and McFeetors,P.J. "Interactive Writing in Mathematics Class: Getting Started."

O’Connell, S.R.; Beamon, C; Beyea, J.M.; Denvir, S.S.; Dowdall, L.A.; Friedland, N.G.; and Ward, J.D. "Aiming for Understanding: Lessons Learned About Writing in Mathematics."

Pimm, David. (1987)

Williams, Nancy B. and Brian D. Wynne. "Sharing Teaching Ideas: Journal Writing in the Mathematics Classroom: A Beginner’s Approach."

*Writing to Learn Mathematics*. (1992)*Portsmouth**, NH**: Heinemann.*- Countryman had many great ideas on ways to introduce writing into math classes. She also gave helpful suggestions and tips, and what she thought you could expect to get out of using each type of writing. What I seem to be struggling with is actually setting clear expectations, and although she gave one example of her overview that she gave to the kids, what I need is help drawing more out of the students.

Burns, M.

*Writing in math class*. (1995). Sausalito, CA: Math Solutions Publications.- Although the specific activities in this book were geared primarily towards elementary students, I did think that some of her suggestions for giving feedback to the students on their writing were useful.

Mason, R.T. and McFeetors,P.J. "Interactive Writing in Mathematics Class: Getting Started."

*Mathematics Teacher*Oct. 2002: 532-36. Web.- I never really thought about making it intentionally, or primarily interactive - an interesting idea to consider. Because it’s interactive, the authors of that article suggest not doing the writing too often. Most of the examples they gave were not math-understanding type questions. They recommend starting with prompts that are well-defined and easy for the students to respond to, and working up to the math-understanding kind.

O’Connell, S.R.; Beamon, C; Beyea, J.M.; Denvir, S.S.; Dowdall, L.A.; Friedland, N.G.; and Ward, J.D. "Aiming for Understanding: Lessons Learned About Writing in Mathematics."

*Mathematics Teacher*Feb. 2000: 132-35. Web.- Although this article was a reflection on a study done with elementary school teachers, I still found a lot of it relevant. In particular, they talked about what a difference it made when they invested some time teaching the children
*how*to write mathematically. My students are all past the grade where they will be taking state tests, but teaching them how to explain concepts mathematically would surely have been beneficial to them for answering open-ended questions!

Pimm, David. (1987)

*Speaking mathematically: Communication in mathematics classrooms*. New York: Routledge.- Although this book does not deal with writing assignments per se, it discusses many aspects of the use of language in mathematics, and the importance of being clear, and considering the “everyday” meaning of words as compared with their meanings in math class.

Williams, Nancy B. and Brian D. Wynne. "Sharing Teaching Ideas: Journal Writing in the Mathematics Classroom: A Beginner’s Approach."

*Mathematics Teacher*Feb. 2000: 132-35. Web.- These teachers suggested starting with an affective question to make it easier for the students to respond. They started out with 2 prompts per week and cut it back to 1. They graded their students’ journals for things such as grammar, length and neatness as well as content. They also recommended that teachers just starting to use journals begin with only one class, and choose a class which has a positive attitude towards math. This article also included a list of 5 affective prompts and 8 math prompts. These teachers had students write full-page journal entries, while Mason and McFeetors only had their students write 2 paragraphs.