Writing+in+Math+Class+Research


 * Albert, L. R. (2000). Outside-in – inside-out: Seventh-grade students’ mathematical thought processes. //Educational Studies in Mathematics, 41//(2), 109-141.
 * Alejandre, S. (2006). Writing to develop understanding: The Math Forum @ Drexel’s PoWs. //CMC ComMuniCator,// 31(2), 33-36.
 * Baxter, Juliet A. (2008). Writing in Mathematics: Alternative Form of Discourse for Academically Low-Achieving Students. //Perspectives on Language and Literacy// //,// Spring , 37-40 //.//
 * Forman, E.A. (2007). A sociocultural approach to mathematics reform: Speaking, inscribing, and doing mathematics within communities of practice. In Kilpatrick, J., Martin, W. G., & Schifter, D. //A research companion to Principles and Standards for School Mathematics// (333-352). Reston, VA: NCTM.
 * Garcia, N. & Herbst, P. G. (2006). Teaching mathematics with problems: What one teacher learned through research. In Van Zoest, L.R. & Mewborn, D. S. (Eds.), //Teachers engaged in research: Inquiry into mathematics classrooms, grades 9-12// (pp. 197-214). Greenwich, CT: IAP.
 * Glanfield, F., Oviatt, A., & Bazcuk, D. (2006). From teacher’s conversations to students’ mathematical communications. In Van Zoest, L.R. & Mewborn, D. S. (Eds.), //Teachers engaged in research: Inquiry into mathematics classrooms, grades 9-12// (pp. 75-96). Greenwich, CT: IAP.
 * Grant, M. & McGraw, R. (2006). Collaborating to investigate and improve classroom mathematics discourse. In Van Zoest, L.R. & Mewborn, D. S. (Eds.), //Teachers engaged in research: Inquiry into mathematics classrooms, grades 9-12// (pp. 231-252). Greenwich, CT: IAP.
 * Huhn, C., Huhn, K, and Lamb, P. (2006). Lessons teachers can learn about students’ mathematical understanding through conversations with them about their thinking: Implications for practice. In Van Zoest, L.R. & Mewborn, D. S. (Eds.), //Teachers engaged in research: Inquiry into mathematics classrooms, grades 9-12// (pp. 97-118). Greenwich, CT: IAP.
 * Johanning, D. I. (2000). An analysis of writing and postwriting group collaboration in middle school pre-algebra. //School Science and Mathematics, 100//(3), 151-160.
 * Lampert, M., & Cobb, P. (2007). Communication and language. In Kilpatrick, J., Martin, W. G., & Schifter, D. //A research companion to Principles and Standards for School Mathematics// (237-249). Reston, VA: NCTM.
 * <span style="font-family: Times New Roman,serif;">Pugalee, D. K. (2001). Writing, mathematics, and metacognition: Looking for connections through students’ work in mathematical problem solving. //School Science and Mathematics, 101//(5), 236-245.
 * <span style="font-family: Times New Roman,serif;">Pugalee, D. K. (2004). A comparison of verbal and written descriptions of students’ problem solving processes. //Educational Studies in Mathematics, 55//(1), 27-47
 * <span style="font-family: 'Times New Roman',serif;"> <span style="font-family: Times New Roman,serif;">Quinn, Robert J. & Wilson, Mary M. (1997). Writing in the Mathematics Classroom: Teacher Beliefs and Practices. <span style="font-family: Times New Roman,serif;">//The Clearing House// <span style="font-family: Times New Roman,serif;">//, 71// <span style="font-family: Times New Roman,serif;">(1), <span style="font-family: Times New Roman,serif;">14-20 <span style="font-family: Times New Roman,serif;">//.//
 * <span style="font-family: Times New Roman,serif;">Seo, B. (2009). Understanding the affects of audience on mathematical writing. //School Science and Mathematics, 109//(2), 116-127.
 * <span style="font-family: Times New Roman,serif;">Yackel, E., & Hanna, G. (2007). Reasoning and proof. In Kilpatrick, J., Martin, W. G., & Schifter, D. //A research companion to Principles and Standards for School Mathematics// (227-236). Reston, VA: NCTM.