Writing in Mathematics: An Alternative Form of Communication for Academically Low-Achieving Students

Writing in Mathematics: An Alternative Form of Communication for Academically Low-Achieving Students
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Date
Baxter, J. A., Woodward, J., & Olson, D. (2005). Writing in mathematics: an alternative form of communication for academically low‐achieving students. Learning Disabilities Research & Practice, 20(2), 119-135.  https://doi.org/10.1111/j.1540-5826.2005.00127.x
1 Purpose
The study aimed to investigate what writing says about the mathematical prowess of low-achieving kids. Our research looks at different facets of mathematical proficiency, despite procedural systems historically being the main emphasis of mathematics training in the US. The following inquiries guided the researchers in their study:
1. What does writing convey about conceptual knowledge in students?
2. What do the pupils' writing samples reveal about their strategic acumen?
3. What do the pupils' writing samples reveal about their flexible reasoning?
2. Rationale for the study
Problems that occur when teachers integrate new discourse patterns while teaching mathematics have been discovered in classroom-based investigations. According to various research findings, academically underachieving pupils behave passively in small groups. Additionally, inequalities in status or ability within the discussion group may result in weak interactions that accomplish little to advance students' mathematical reasoning. Therefore, the challenge is to involve all pupils in meaningful mathematical communication. Oral talks can be supported and extended by written tasks that push students to defend and explain a solution to a problem. However, writing as a tool to test, question, and clarify thoughts slows down the relatively quick speed of oral dialogues.
In mathematics studies, writing can take on a variety of formats, from more formal evaluations, where well-edited papers presenting a rational argument are the goal, to less formal, impromptu journal writing that gives students a chance to describe their thoughts about mathematical concepts. The latter type, sometimes referred to as writing to learn, is the subject of the analysis we are doing right now. This writing style could include notes, succinct justifications, illustrations, or diagrams. According to supporters of writing to learn, many potential advantages exist when students regularly write as part of their mathematical training. In addition, the researchers discovered elements that improve the effectiveness of writing and are compatible with the present study's approach, such as treatment length. 
1 Research design and procedures
Subjects
The current investigation is a part of a series of investigations targeting underachievers in mathematics classes undergoing reform at intermediate grade levels. The Pacific Northwest middle school's seventh-grade regular math class was the subject of the researchers' investigation. Based on CTBS, Comprehensive Test of Basic Skills, special education-eligible students had scored two years below grade level. The researchers selected four special education children who performed in the bottom third of their class on the CTBS's mathematics subtest for the cur...