Improving Science Learning Through Writing-To-Learn Strategy

2012 ◽  
pp. 187-195
Author(s):  
Hang Chuan Teng ◽  
Jashanan Kasinathan ◽  
Vivianne Low ◽  
Mosbergen Irving Brian ◽  
Ashri B. Shukri
Keyword(s):  
Science Learning ◽  
Writing To Learn ◽  
Learn Strategy

Writing to Learn Mathematics

1991 ◽  
Vol 84 (7) ◽  
pp. 516-521 ◽  
Author(s):  
L. Diane Miller
Keyword(s):  
School Mathematics ◽  
Writing To Learn ◽  
Content Area ◽  
Evaluation Standards ◽  
Learn Strategy ◽  
K 12 ◽  
Relevant Material

The use of the writing-to-learn strategy in mathematics classes is one way teachers can implement “Mathematics as Communication,” the second standard in NCTM's (1989) Curriculum and Evaluation Standards for School Mathematics. For students in grades K-12, writing is suggested as a means through which students should be able to communicate their understanding of mathematics and its applications. Using writing in a content area has earned the support of many educators. Emig (1977) believes that writing in a content area can cause students to analyze, compare facts, and synthesize relevant material. Writing about a topic requires students to think about the topic, focus on and internalize important concepts, and make those concepts to some degree their owu (Kennedy 1980).

The Writes & Wrongs of Writing to Learn Pedagogy

2012 ◽  
Author(s):  
Deborah Carroll ◽  
Peter Frost
Keyword(s):  
Writing To Learn
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