Marcia Frank
This paper explores the inclusion of writing in the instruction of mathematics.An examination of the literature reveals both proponents and opponents of the use of writing to enhance learning in math.The proponents stress deeper student understanding of processes, clarification on their own thoughts, diagnostic uses by teachers, and the advantages of feedback between teacher and student.The opponents claim that time spent writing is time that would be better spent on fundamentals.An examination and comparison of two major curriculum documents: the National Council of Teachers of Mathematics’ (NCTM) Principals and Standards 2000, and Achieve Inc.’s Foundations for Success reveal a difference that counties and states are finding themselves facing.NCTM’s document heavily stresses writing in math; mainly in it’s communication standard.In each grade level group, suggestions are given to guide teachers on how and what their students should be writing. Writing is emphasized as a need and an expectation for those teachers and educations using NCTM’s document to help guide their curriculum.Achieve Inc.’s document, although a draft in its first stages, does not mention communication, nor writing, as an important tool for students.States and counties alike are having to decide not only which of these documents to use, but also whether they will join the “math wars.”This is when pro-reform advocates and anti-reformists argue about the benefits of the newer, reformed math.Suggestions for both NCTM and Achieve follow the comparison.Help and suggestions for teachers interested in including writing in math are given; both from personal experience and a book by well-known math author Marilyn Burns.