Examining Fourth-Grade Mathematics Writing: Features of Organization, Mathematics Vocabulary, and Mathematical Representations

Autor/inn/en	Hebert, Michael A.; Powell, Sarah R.
Titel	Examining Fourth-Grade Mathematics Writing: Features of Organization, Mathematics Vocabulary, and Mathematical Representations
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 7, S.1511-1537 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9649-5
Schlagwörter	Content Area Writing; Mathematics Instruction; Intervention; Writing (Composition); Grade 4; Elementary School Students; Word Problems (Mathematics); Computation; Fractions; Essays; Comparative Analysis; Writing Skills; Vocabulary; Mathematics Skills; Coding + Suchen Sie Ihr Suchwort? Schriftliche Übung; Mathematics lessons; Mathematikunterricht; Schreibübung; School year 04; 4. Schuljahr; Schuljahr 04; Textaufgabe; Bruchrechnung; Essay; Aufsatzunterricht; Writing skill; Schreibfertigkeit; Wortschatz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Codierung; Programmierung
Abstract	Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and use writing features to convey mathematics knowledge. We collected mathematics-writing samples from 155 4th-grade students in 2 states. Each student wrote about a computation word problem and fraction representations. We compared mathematics-writing samples to a norm-referenced measure of essay writing to examine similarities in how students use writing features such as introductions, conclusions, paragraphs, and transition words. We also analyzed the mathematics vocabulary terms that students incorporated within their writing and whether mathematics computation skills were related to the mathematics vocabulary students used in writing. Finally, we coded and described how students used mathematics representations in their writing. Findings indicate that students use organizational features of writing differently across the norm-referenced measure of essay writing and their mathematics writing. Students also use mathematics vocabulary and representations with different levels of success. Implications for assessment, practice, and intervention development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01