Presented is a description of how the NCTM Standard, "Mathematics as Communication," can be addressed using a learn-to-write strategy. Responses are suggested to the questions of why writing about mathematics can improve learning and how this approach can be implemented in the classroom. (MDH)

This publication describes how writing in mathematics classes in Australia can be beneficial to students and their teachers, including: journal writing, expository writing, and transactional writing. In addition, it reports the results of a study that examined benefits derived by five secondary school mathematics teachers from reading their…

Presented are the results from a few of the writing prompts used in a study and some of the comments made by individual students in response to specific prompts. Background of the study, an intervention strategy, and categories used (prompts, responses, applications, and explanations to peers) are discussed. (CW)

Describes a study in a large metropolitan high school to ascertain what influence the use of regular writing in algebra classes would have on students' attitudes towards algebra and their skills in algebra. Reports the simpler and more direct the writing topics the better. (MVL)

This study examined the benefits to teachers who used impromptu writing prompts in first- and second-year algebra classes. Interpretive research methodology was used to collect and analyze data. Concluded that teachers' assessment of students' understanding was enhanced by reading their students' responses to impromptu writing prompts, thus…

Ninth-grade students' (n=90) responses to impromptu, in-class writing assignments were examined to evaluate students' understanding of mathematical concepts. Participating teachers benefited by seeing how students' writings may reveal misconceptions concerning mathematical concepts, skills, and generalizations. (MDH)