Writing in Math: A Disciplinary Literacy Approach

Abstract

Mathematics teachers often resist generic literacy strategies because they do not seem relevant to math learning. Discipline-specific literacy practices that emerge directly from the math content and processes under study are more likely to be embraced by math teachers. Furthermore, national and state-level mathematics standards as well as Common Core standards provide frameworks for situating literacy practices squarely within the disciplines. A disciplinary literacy approach to writing in math requires teachers to develop innovative strategies and practices that link writing to particular mathematical processes and tasks. An example is shared of a math writing approach developed by a middle school teacher used to prompt her students' critical thinking and problem solving processes during the study of algebra. She designed a template that when completed can serve as a reflective tool for her students and provide the teacher useful feedback on their learning. The example of teaching with the template as a guide for working through steps to solve a story problem demonstrates what disciplinary writing can look like in a typical middle school classroom.