Over the years, educators have noted how writing can support mathematical learning; however, little research has been done examining how mathematics teachers respond to writing. In this study, I followed the experiences of six teachers as they took a graduate class which required that they explore mathematical concepts with technology and post…

Based on research using participant and nonparticipant observation in a natural setting, a study examined how teaching practices, classroom conditions, and student differences influenced the design of writing lessons in 14 English classes in five inner city schools. Data were collected from five sources--interviews, writing samples,…

To determine what pedagogical uses the primary trait system might serve apart from providing a means to assess students' writing, data were collected from 11 elementary and junior high school teachers who had participated in an earlier week-long workshop on primary trait scoring. Participating teachers were asked to complete a log of their…

During 1983, an observational study was carried out in four classrooms in two schools in Wellington, New Zealand, with the following objectives in mind: (1) to describe the different writing tasks, assigned to the students, (2) to outline the guidance students were given in order to help them complete their writing tasks, (3) to establish which…

An investigation into the context for writing in two college chemical engineering classes revealed that the two courses represented distinct communities where different issues were addressed, different lines of reasoning used, different writer and audience roles assumed, and different social purposes served by writing. Copies of assignments are…