Date of Completion
6-28-2017
Embargo Period
6-25-2027
Keywords
elementary mathematical writing, instructional guidelines
Major Advisor
Tutita M. Casa
Associate Advisor
Megan E. Staples
Associate Advisor
Suzanne M. Wilson
Field of Study
Curriculum and Instruction
Degree
Doctor of Philosophy
Open Access
Open Access
Abstract
For over two decades the National Council of Teachers of Mathematics has called for writing to support students' understanding of mathematics (NCTM, 1989; 1991; 2000; 2014). However, the literature on writing in mathematics class reveals a mixture of writing that attends to the mathematics discipline and writing associated with language arts. To clarify writing that attends to the mathematics discipline, the Elementary Mathematical Writing Task Force recently defined mathematical writing as writing to reason and to communicate mathematically (Casa et al., 2016). Instructional resources lack guidance for teachers as to how to implement such writing. The purpose of this dissertation was to develop an instructional resource, instructional guidelines, to support elementary mathematical writing. A framework for developing mathematics instructional guidelines was first created and then applied to the development of instructional guidelines for elementary mathematical writing. The methodology used to inform the development of the instructional guidelines was based on design research. Findings suggest that the resulting instructional guidelines for elementary mathematical writing are practical, comprehensive, and attend to the mathematics discipline.
Recommended Citation
Colonnese, Madelyn, "Developing Instructional Guidelines for Elementary Mathematical Writing" (2017). Doctoral Dissertations. 1503.
https://digitalcommons.lib.uconn.edu/dissertations/1503