The Missing Link? Writing in Mathematics Class!

1997 ◽  
Vol 2 (5) ◽  
pp. 316-320
Author(s):  
John G. Ciochine ◽  
Grace Polivka
Keyword(s):  
Middle School ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Missing Link ◽  
Writing In Mathematics ◽  
Reasoning Abilities ◽  
Mathematics Class

The last thing I ever thought I would be stressing in my mathematics classes is the use of writing as a tool for teaching mathematics. On entering the teaching field as a middle school mathematics teacher, I thought, “Give me a book and I will be ready to educate all my students.” Wow! Was I wrong! After realizing that I needed something more than a book, I began to read professional articles and to talk with my colleagues. One colleague suggested that I do some writing with my students. My first reaction was that I teach mathematics, not English. After her constant urging, I decided I would try it, although I was sure I would not like it. What I have found is an interesting way to approach middle school mathematics while helping students develop their communication and reasoning abilities.

scholarly journals Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher

2020 ◽  
Vol 9 (2) ◽  
pp. 91
Author(s):  
Nicole Parker ◽  
Janet Breitenstein ◽  
Cindy Jones
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
Mathematical Understanding ◽  
Disciplinary Literacy ◽  
School Mathematics ◽  
Instructional Techniques ◽  
Literacy Strategies ◽  
And Performance

Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance. 

Worthwhile Tasks: Exploring Mathematical Connections through Geometric Solids

1997 ◽  
Vol 3 (1) ◽  
pp. 20-28
Author(s):  
Daniel J. Brahier ◽  
William R. Speer
Keyword(s):  
Middle School ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Mathematical Connections ◽  
Geometric Solids ◽  
Mathematics Class ◽  
Full Day ◽  
Course Of Study

After a full day of teaching, you take some time reflecting and planning lessons for the next several days. While paging through your course of study, you identify, among others, the following objectives that need to be developed with your middle school mathematics class:

The Algebra of the Arches

2007 ◽  
Vol 12 (7) ◽  
pp. 360-365
Author(s):  
Margaret Buerman
Keyword(s):  
Middle School ◽  
National Park ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Paradox Basin ◽  
Summer Vacation ◽  
Rock Formations ◽  
Large Numbers ◽  
Sandstone Rock ◽  
Mathematics Class

Several years ago, i read an item in Mathematics Teaching in the Middle School from an author who used information from her summer vacation to design lessons for a middle school mathematics class (fisher 1999). on one summer vacation while hiking through arches national park in moab, utah, i thought that surely there was mathematics in the science and geology of the sandstone rock formations around me. The park office and souvenir store sold books containing information that would help me discover some of the mathematics of the arches (Baars 1993; Johnson 1985).While reading these books and having taught middle school mathematics for many years, it occurred to me that lessons could be written about large numbers. The sandstone cliffs, from which the arches were formed, date back 140 million years; in addition, they are on the colorado plateau, which dates back 200 million years. The erosion that formed currentday arches began 2 million years ago. a lesson on geometry and measurement could also be written, since the area was part of the paradox Basin, a 10,000 squaremile depression. however, could some relevant algebra be found in the data about the history and geology of arches national park?

“You Are Cleared to Land”

1998 ◽  
Vol 3 (7) ◽  
pp. 452-456
Author(s):  
Rick Billstein
Keyword(s):  
Middle School ◽  
Middle School Mathematics ◽  
Small Sample ◽  
School Mathematics ◽  
Interesting Problem ◽  
The West ◽  
Old Maps ◽  
Heavy Snow ◽  
Mathematics Class ◽  
Magnetic North

On a not-so-routine flight to an NCTM meeting, my colleague and seat-mate, Jim Williamson, and I had ample time to chat and ponder our surroundings. As happens many times in the West in the winter, heavy snow caused a long delay. While we waited on the runway for the airplane to be de-iced, we noticed that runway numbers were posted in pairs, as in Runway 2-20. We also noticed that some numbers had an L or an R attached to them, as in Runway 2L This observation was the only setting we needed to start a real-world investigation on how airport runways are named. Because it is hard to generalize from the small sample of numbers that we could see from the airplane, we realized that we needed more data. We talked to pilot, who furnished us with several old maps of airport runways. He did give us a hint that the runway numbers had something to do with the compass headings of the runway from magnetic north. We were now in business: we had an interesting problem, we had data, and we had Time to talk about it and think about it. This atmosphere is the type for which we strive in a middle school mathematics class. The following activity is based on our investigation and can be used for middle school mathematics.

You Are Cleared to Land

2004 ◽  
Vol 10 (1) ◽  
pp. 18-22
Author(s):  
Rick Billstein
Keyword(s):  
Middle School ◽  
Middle School Mathematics ◽  
Small Sample ◽  
School Mathematics ◽  
Interesting Problem ◽  
The West ◽  
Old Maps ◽  
Heavy Snow ◽  
Mathematics Class ◽  
Magnetic North

ON A NOT-SO-ROUTINE FLIGHT TO AN NCTM meeting, my colleague and seatmate, Jim Williamson, and I had ample time to chat and ponder our surroundings. As happens many times in the West in the winter, heavy snow caused a long delay. While we waited on the runway for the airplane to be de-iced, we noticed that runway numbers were posted in pairs, as in Runway 2-20. We also noticed that some numbers had an L or an R attached to them, as in Runway 2L. This observation was the only setting we needed to start a real-world investigation on how airport runways are named. Because it is hard to generalize from the small sample of numbers that we could see from the airplane, we realized that we needed more data. We talked to a pilot, who furnished us with several old maps of airport runways. He did give us a hint that the runway numbers had something to do with the compass headings of the runway from magnetic north. We were now in business: we had an interesting problem, we had data, and we had time to talk about it and think about it. This atmosphere is the type for which we strive in a middle school mathematics class. The following activity is based on our investigation and can be used for middle school mathematics.

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