Integrating Writing and Mathematics

• Published in: The Reading teacher Vol. 64; no. 7; pp. 521 - 529
• Main Authors: Wilcox, Brad, Monroe, Eula Ewing
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.04.2011; International Reading Association; International Literacy Association
• Subjects: across curriculum; childhood; content literacy; early adolescence; Education; genre; Grade 5; instructional; Integrity; Interdisciplinary approach (Education); Interdisciplinary approach in education; Learner Engagement; Learning; Mathematical Concepts; Mathematical integration; Mathematics; Mathematics Education; Mathematics Instruction; Mathematics Teachers; Methods; mode; National Assessment of Educational Progress; Paragraphs; process; purpose; Revision (Written Composition); Secondary school students; Social Studies; strategies; Study and teaching; subject area; Teachers; Teaching Methods; TEACHING TIPS; to learn; Vocabulary development; Writing; Writing assignments; Writing Instruction; Writing Processes; Writing revision; Writing teachers; Writing tests; Written Language Instruction; United States; New York; United States > US
• ISSN: 0034-0561; 1936-2714
• DOI: 10.1598/RT.64.7.6

Teachers often find it difficult to integrate writing and mathematics while honoring the integrity of both disciplines. In this article, the authors present two levels of integration that teachers may use as a starting point. The first level, writing without revision, can be worked into mathematics instruction quickly and readily. The second level, writing with revision, may take more time but enables teachers to connect the writing process more fully with mathematics instruction. Six examples are provided, including student work, in which teachers have successfully attended to the goals of both writing and mathematics.