Dimatteo Capstone B Final

Running head: BENEFITS OF WRITING IN MATHEMATICS
The Correlation Between Writing & Student Understanding amongst 9th & 10th grade Math
Students
Samantha DiMatteo
Marygrove College
BENEFITS OF WRITING IN MATHEMATICS 2
Abstract
This study will consist of ninth and tenth grade geometry students that are
between the ages of fourteen and sixteen. This study investigates the
influence that writing in the mathematics classroom can have on student
performance. Students will be required to have a consent form signed by their
guardian in order to actively take part in the study. The data collection portion
of this action research will begin on May 2, 2016 and conclude on June 10,
2016. Data collection will be obtained through the use of a series of
assessments that will be administered throughout the course of the study. For
confidentiality reasons students will be assigned an identification number that
will correlate with the data that they provide. The results of the data will be
analyzed and a conclusion about the correlation between writing in the
mathematics classroom and student understanding will be determined.

Introduction
Personal growth is an important component of the teaching profession.
Mills (2014) states, The goal of teachers is to be professional problem solvers
committed to improving both their own practice and student outcomes (p. 22).
We should work to develop teaching strategies that support the needs of our
audience and continuously evaluate the effectiveness of these strategies. Action
research is an appropriate tool to help me to see if the components of my
lessons are truly helping my students reach their academic potential. I have
chosen to study how writing in mathematics can influence student performance.
If the study yields a positive correlation between the two disciplines it will be
something that I incorporate into my curriculum for the duration of my career.
My research experience is minimal, however, as a ninth year secondary
math teacher I believe that I have enough familiarity with pedagogy to
appreciate the outcomes that an action research project may provide. Unlike
other forms of research that observe external sources, I like the concept of
action research because it will help me study my own teaching methods. Mills
(2014) explains that action research creates opportunities for all involved to
improve the lives of children and to learn about the craft of teaching (p. 22).
Embracing this project will encourage me to conduct future research projects
that can continue to benefit my teaching practice and aide in helping my
students reach their academic potential.
Ocean City High School is a suburban school whose demographics are
predominately white; specifically 89% Caucasian, 5% Hispanic, 3% African

American, and 3% Asian American, Indian, or Pacific Islander. Although a small
percentage of the population falls under the category of economically
disadvantaged, the majority of the students here have a middle-class
socioeconomic status. Ocean City High School encourages a differentiated
classroom environment and the teachers here embrace this model. This school
has a lot to offer to all of its students regardless of their intellectual and
developmental levels. My certification allows me the flexibility to teach any
subject within the secondary mathematics discipline. This year I teach a
combination of algebra and geometry courses. My students have a wide range
of cognitive abilities; some students are classified with IEPs and 504 plans, while
others are ranked at the top of their class. Addressing such a wide range of
skills requires differentiation and constant reflection upon my approach to the
curriculum.
People in general are apprehensive of change, myself included, therefore, I
feel that I may develop a bias towards changing my practices in fear that my
new approach may not be as successful as my current methods. It is easy to go
back to routines that we feel comfortable with. I need to be conscious of the
implementation of any new strategies and stick to them so that I can gain useful
feedback from the data that I collect. Being cognizant of the potential benefits
that such a research project may reveal will help me stay focused throughout the
course of the study.
An ethical concern I have for this project is in regards to the accuracy of
the data I collect and the feedback it provides. Mills (2014) notes, Ensuring the
accuracy of your data is a central concern of action research (p. 34). I must
carefully gather my data and be sure to account for the results from every
student. Additionally, I must accept the data that the project provides
regardless of my preconceived notions about what I think will occur.
Understanding how writing can influence my students progress will help me
design lessons that support or dismiss this idea in the years that follow.
I am looking forward to obtaining and evaluating the data that this research
project will provide. As a high school math teacher I expect my students to
solve problems using a series of mathematical steps, however, researching
the role that writing can play within my classroom may alter my current
approach to teaching mathematics. Sagor (1992) explains that action
research is conducted by people who want to do something to improve their
own situation (p. 7). I am inclined to think that if students are required to
explain the mathematics in written form that they may have a deeper
understanding and a higher level of retention of the material. I am looking
forward to proving or disproving this hypothesis. I feel that my students will
embrace their role in this study and the feedback that I receive will give me a
better perspective of which teaching strategies are the most effective.

Literature Review
Gibson and Thomas (2005) state, Mathematics teachers are finding
that they can increase the effectiveness of their instruction by employing
classroom writing strategies (p. 108). My study seeks to determine the
advantages that writing can have when it is incorporated into a mathematics
curriculum. Writing in mathematics gives learners an opportunity to
communicate their ideas and to clarify, refine, and consolidate their thinking
(McIntosh & Draper, 2001, p. 554). This topic holds strong relevance in the
field of education because studies suggest that students will thrive in a
learning environment that uses a combination of skills from both English and
Math courses. Danielson (2010) notes, papers in my math courses are tools
for tapping into my student interest in teaching children and getting them to
think mathematically (p. 9). Additionally, writing across the curriculum can
enhance the learning experience for all stakeholders. Writing in math class
supports learning because it requires students to organize, clarify, and reflect

on their ideasall useful processes for making sense of mathematics. In
addition, when students write, their papers provide a window into their
understandings, their misconceptions, and their feelings about the content
theyre learning (Burns, 2004, p. 30). Research repetitively suggests that
through the utilization of writing techniques in the mathematics classroom I
can better comprehend how writing can enhance my students understanding
of my mathematics lessons. The following paragraphs highlight some
common themes depicted by a series of article Ive researched in regards to
the role that writing can play in the mathematics classroom.
Using the language of mathematics increases students abilities to
decipher the textbook and word problems. McCarthy (2008) states, Writing in
mathematics provides students an opportunity to develop their thinking as
well as their use of language in mathematics (p. 334). The importance of the
use of vocabulary words on a regular basis is a common theme amongst
researchers. Gibson and Thomas (2005) asks writers to be knowledgeable
and conversant about the technical jargon they use (p. 109). Students are
not only expected to read and write using appropriate vocabulary, but when
given a definition they should be about to explain it in a mathematical
context. Sanders (2009) states, Although I gave them only the name and
definition of the quadrilateral, students constructed each one by using on this
information (p. 435). In order to effectively implement writing in the
mathematics classroom key vocabulary terms must be utilized throughout the
curriculum. Gibson and Thomas (2005) state The writing solidifies their
understanding of geometric concepts and vocabulary that often proves elusive

to geometry students (p. 111). Emphasizing key terms on a regular basis can
help to solidify a students understanding of the subject matter. Burns (2004)
suggests, maintaining a class chart showing pertinent mathematics
vocabulary that comes up in class discussions. Before students begin work on
an assignment, ask if there are other terms they might use that theyd like to
see on the chart. Keep this list posted during the year (p. 33). The
consistent use of vocabulary skills play a key part in each students ability to
embrace all components that the curriculum has to offer.
Another common theme is the importance of reading and writing about
topics that are applicable outside of the classroom. Danielson (2010) notes,
Many of the ideas in the curriculum are grounded in students lived
experiences (p. 10). Reading and writing in the math classroom helps
students progressively get better at solving word problems with ease and
relate their studies to the real world. Gibson and Thomas (2005) state, These
strategies invite students to generate products the real-world audiences
authentic tasks that carry out student understanding beyond many
standardized assignments (p. 108). When students are able to visualize how
a problem would play out in the real world they can more easily decipher the
most relevant components of a problem. Vacaretu (2008) explains, The
students got better at locating data in word problems and distinguishing
between sufficient and superfluous information (p. 455). Barnes (1999) also
notes, after completing these assignments, many students are better able
and less afraid to tackle standard word problems (p. 503). The skills that
evolve through this process of reading and writing across the curriculum allow
students to apply their knowledge to situations outside of the classroom walls.
Sanders (2009) states, Logic and reason allow us to see when propaganda is
being used, when incorrect interpretations of experiments are used, when
there is fallacy in someones argument, etc. Its necessary in all facets of life,
not just math (p. 436). Reading and writing in the math class also helps
students to be aware of inconsistencies that the material may have with the
real world. Vacaretu (2008) explains, Occationally, they would criticize a
word problem for forcing the reader to reach a particular conclusion and would
suggest how, in real life, the conclusion might be different because different
data might be available (p. 455). This process leads to greater involvement
in the class and thus a better understanding of the subject matter. Gibson and
Thomas (2005) state, students demonstrate their proficiency to write for a
general audience-an audience beyond the classroom teacher (p. 109).
Various real world applications offer up valuable opportunities for students to
discuss and write about their perspectives of the lesson; these points can how
validity outside of the classroom and help students to truly embrace the
curriculum.
Many of the authors also explained the benefits students can receive
through the use of a daily math journal. Sanders (2009) states, Journal
writing is a way for students to express their concerns and also a way to give
the teacher insights into areas of confusion or misunderstanding (p. 437).
Sanders has a valuable point in regards to how journals can be a tool to help
the teachers gain perspective as to the level of understanding of their class.
Journals are a valuable form of assessment for both the students and teachers.
The mathematical entries furnish concrete feedback on a students
understanding of concepts taught. Journals also give students opportunities to
express themselves mathematically and attain closure (Williams & Wynne,
2000, p. 135).
The possibilities of the content of journal entries in endless, each article
however, suggests that students record their daily experiences in their
jounals. Vacaretu (2008) explains, I asked students to make journal entries
about what they had learned that day (p. 454). When student create ongoing
records about what theyre doing and learning in math class, they have a
chronological record of their learning experiences (Burns, 2004, p.31). Using
learning logs frequently keeps students in the habit of thinking about
mathematics and communicating mathematically McIntosh and Draper,
2001, p. 554). By writing in journals on a regular basis students can offer their
teacher feedback as to both affective and mathematical topics. Williams and
Wynne (2000) note that through the use of journal writing teachers should,
allow students to communicate both their knowledge of about mathematics
and their feelings about the environment of the mathematics classroom (p.
132). Studies conclude that journals that become a part of the math
curriculum support the growth of both the teachers lessons and the students
understanding.
Burns (2004) states, the results I experienced with students were what
clinched my commitment to making writing a regular part of math instruction.
Not only did I see how writing helped students think more deeply and more
clearly about mathematics, but I also discovered that students writing was an
invaluable tool to help me assess their learning (p. 30). Beyond the benefits
that writing in the math classroom provides for students, it also has many
beneficial factors for the instructor; particularly, it allows the teacher to gain
perspective as to how receptive the students are with the material. McCarthy
(2008) states, Writing provides the teachers with valuable insight into a
childs thinking that can be used for assessment and planning (p. 334). With
interactive writing, the teacher and the students get to know each others
views on matters relevant to learning mathematics (Mason and McFeetors,
2002, p.532). The insight that writing provides into students competence in
material makes writing an essential component of successful instruction.
Conveying the importance of writing in the math classroom can start
with professors as they educate preservice teachers. Danielson (2010) notes,
Papers in math class have proven to be productive tools for motivating my
preservice elementary teachers to study elementary mathematics from a fresh
perspective (p. 12). Similarly McCarthy (2008) states, preservice teachers
can develop the skills and positive attitudes toward writing in mathematics
even if they had limited experience writing in mathematics when they were in
elementary school (p. 339). When preservice teachers use writing the same
way that their students will it helps them to gain new perspectives as to the
topics within their discipline. Additionally, when preservice teachers begin to
recognize the importance of writing across various disciplines they are more
likely to use writing their own lessons when they have classes of their own.
McCarthy (2008) states, Discussing and reflecting on the positive and
negatives of writing in mathematics lessons developed the preservice

teachersconclusion that using writing in mathematics is invaluable (p. 339).
This proactive approach to emphasizing the important role that writing can
play in the classroom can impact the way in which future math teachers
deliver material to their students.
Beyond to journals and word problems techniques that incorporate
writing such as test corrections, proofs, and graphic organizers were
suggested as a way to use writing to contribute to student understanding.
McCarthy (2008) states, The graphic organizer can be used to make ideas
and information apparent, distinct and articulate for the learner (p. 334).
The concept of mathematical proofs use writing in a logical, sequential way
that helps justify the process it takes to solve a math problem. Sanders
(2009) also notes, A proof when written correctly, not only proves the concept
but illuminates it as well (p. 436). Lastly, test corrections that involve a
written explanation can help to solidify a students understanding of a topic
they may have had trouble with in the past. Sanders (2009) explains, if you
ask students to write test corrections, they can learn what their mistakes were
and learn from this experience (p. 435). Writing is a valuable tool in the
math classroom and there are various strategies that can be used to make it a
part of the standard curriculum.
Taken together results indicate that implementing various writing
strategies into a mathematics curriculum can benefit student learning.
Sanders (2009) explains, students of all ability levels can succeed in
mathematics classes that incorporate hands-on exploration and writing (p.
432). Writing a literature review helped me to research my topics because it

encouraged me to identify common themes that support my hypothesis.
These findings suggest that through the use of writing in the form of
vocabulary, real-life application, journals, test corrections, proofs, and graphic
organizers students gain a stronger understanding of the lessons in the math
classroom. The articles also suggested that when these benefits are
presented to preservice teachers they are likely to embrace the process and
encourage the use of writing in their future classrooms. Lastly, writing in the
math classroom serves as a useful assessment tool in which teachers can gain
feedback about their students competence with the material. This research
will impact my current teaching practices because now I recognize the validity
of implementing writing in my math classroom and the potential it has to help
my students succeed. Change can pose challenges, but as Burns (2004)
states, students come to accept writing as a reasonable extension of what
theyre doing in class and, finally, as a natural and integral part of their math
learning (p. 33). Once writing has become a part of the classroom routine,
students will feel comfortable with the process and will benefit from
participating in it.
Research Process
How do daily writing prompts influence assessment scores in the
mathematics classroom?
Action Research Project Timeline
http://www.classtools.net/widgets/timeline_0/LWOzG.htm
Triangulation of Data:
Triangulating data is an essential component of the research process
that helps to draw valuable conclusions about the research question. Sagor
(1992) explains, triangulation involves collecting multiple sources of data for
every phenomenon or issue being studied (p. 14). Both qualitative and
quantitative data was collected to determine the correlation between writing
in the mathematics classroom and performance. The results of four different
data assessment tools that were administered throughout this research
process helped me to draw valuable conclusions about this action research
study.
The first series of lessons in this unit on surface area and volume
focused on prisms. The formal assessment that was given at the conclusion of
this topic (Appendix B) encompassed various mathematical applications of
prisms. Class 1 averaged 6.71 out of a possible 10, yielding a class average of
67.1%. Class 2 out performed Class 1 with an average of 7.74 correct
responses, yielding a class average of 77.4%. This source provided the first
set of data that helped me to begin to answer my research question about the
relationship between writing in the classroom and student performance. Class
2 had to answer writing prompts (i.e. Appendix F) on a regular basis that
helped them to reiterate the concepts that they were exposed to in class.
Class 1 did not receive any writing prompts. Both classes received
assignments that required the use of mathematical computations to draw
conclusions, however, Class 2 was asked to also justify responses with written
explanations. The higher scores in Class 2 began to support my hypothesis
that writing in the math classroom can increase student performance.
The surface area and volume of pyramids was the focus of the next
batch of lessons from this unit. The assessment for this section (Appendix C)
consisted of 10 true/false statements. In this instance Class 1 outperformed
Class 2 by a narrow margin of 6.2%. This result does not support my
hypothesis about the increase in student understanding for those who were
issued a series of writing prompts (i.e. Appendix G) to support each concept
of instruction. However, because of the nature of the exam it is very possible
that the possibility of chance (50/50) could result in grades that did not
accurately reflect a true understanding of each topic assessed.
The unit concludes with a series of lessons that require students to
identify the surface area and volume of cylinders, cones, and spheres. The
next data collection tool that I used was a 9-question quiz that asked students
to identify different units of measure for cylinders, cones, and spheres.

Students were asked to show their work so I could award partial credit,
however, for the purpose of data analysis students results were based in
absolutes, either correct or incorrect. Class 2 outperformed Class 1 by 10%.
Implying that writing prompts (i.e. Appendix H) are a beneficial addition to
instruction.
Two separate geometry classes took part in this study. Before
introducing each class to the unit on surface area and volume they were
administered a pre-examination (Appendix E). It consisted of 14 questions
that encompassed the ideas of the entire unit. Having the students take the
exam prior to the formal instruction of this unit allowed me to have a baseline
score that gave me insight as to my classes current level of understanding of
each of the topics that would soon be formally introduced. The results, as
anticipated, were quite poor. This is to be expected because students did not
have knowledge of the vocabulary and formulas needed to solve each
problem. Additionally, the problems were fairly complex, and to be successful
students were required to have in depth understanding of each topic in the
unit. The exam asked students to show their work, however, they were also
given a list of four possible choices for each question. This was done to make
analyzing the data less subjective. The distribution of this data was skewed to
the right for both classes, implying that the majority of scores were very poor.
Class 1 earned on an average of 4.29 correct responses out of a possible 14;
while Class 2 scored even worse with an average of 3.6 correct responses.
Considering that the students were taking an exam on material that they had
not been exposed justifies the poor performance of each class.

Class 1 and Class 2 both received identical instruction and delivery over
the entire six week unit on surface area and volume with one exception; Class
2 was given daily writing prompts that emphasized the key components of
each lesson. This exam (Appendix E) was again administered at the
conclusion of the unit and the data between the pre-test and post-test was
then analyzed. As anticipated the results improved dramatically; Class 1
averaged 10.71 correct answers out of a possible 14, and Class 2 averaged
11.52 correct responses. Class 1 increased their overall performance by a
total of 45.9%, while Class 2 had a 56.6% increase in performance. From this
comparison of data it can be concluded that the class that incorporated
writing into their daily classroom routine significantly out performed their
peers in which writing was not part of the daily regimen.
This process in which data was collected and analyzed has allowed me
to see a direct correlation between writing in the math classroom and an
increased level of student understanding of the curriculum. The increase in
student academic performance for the students who used writing throughout
the course of the unit validates the effectiveness of writing in the math
classroom.
Data Analysis
Prior to formally implementing my action research 24 students from
Class 1 and 23 students from Class 2 we given an assessment (Appendix E) to
help determine their current level of understanding with the ideas on the
surface area and volume of various polyhedrons. As anticipated, both classes
performed rather poorly on this exam (Figure 1). Although many students
have been exposed to the general idea of surface area and volume this exam
requires an in depth understanding of additional topics that are spiraled into
the geometry curriculum; they include but are not limited to: the Pythagorean
theorem, 30-60-90 and 45-45-90 triangle relationships, square roots, cube
roots, regular polygons, interior angles, exterior angles, slant height,
apothems, and solving literal equations. Class 1 answered 30.7 percent of the
problems correctly, the first class outperformed their peers in Class 2 who only
answered 23.6 percent of the questions correctly. Both classes demonstrated
a limited knowledge base of each of the topics that would be explained in the
upcoming unit.
Figure 1a
Data Source IV Appendix E: Pre-Test / Post-Test [Student Breakdown]

# of Correct 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Responses 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14
Class 1 Pre-Test 1 3 3 4 3 2 3 2 0 2 1 0 0 0 0
Scores
Class 2 Pre-Test 0 4 5 7 1 1 2 0 1 0 0 1 0 0 0
Scores
Figure 1b
35
30
25
20 Class 1 Pre-Test
15 Class 2 Pre-Test
10
5
0
Class % Averages
This instructional unit on surface area and volume was implemented
incrementally. The first series of lessons focused on prisms, followed by
lessons about pyramids, and lastly cylinders, cones, and spheres were taught
at the conclusion of the unit. The data assessment tool that was used at the
conclusion of the first section on prisms (Appendix B) provided some key
insight as to how writing in the mathematics classroom can influence student
performance.
Both classes in the test group received both teacher centered and
student centered instructional techniques. Definitions, formulas, and
examples helped solidify each students understanding of the various
applications pertaining to the surface area and volume of prisms. Class 2
incorporated writing into their daily routine. Writing prompts ranged from
brief journal entries in which students would describe a process learned in
class or more in depth questioners (i.e. Appendix F) in which students had to

construct solutions to problems and then justify their reasons using written
explanations. The formal assessment tool that was given required an
extensive understanding the components needed to identify the surface area
and volume of prisms. Class 1 averaged 6.7 out of a possible 10 points, while
Class 2 outperformed their peers with an average of 7.7 correct responses
(see Figure 2). This assessment tool is the first indicator that supports my
hypothesis to my research question: writing in the classroom can positively
influence student performance and understanding.
Figure 2a
Data Source I Appendix B: Prism Quiz ~ Multiple Choice

[Student Breakdown]
# of Correct 0 1 2 3 4 5 6 7 8 9 10
Responses 10 10 10 10 10 10 10 10 10 10 10
Class 1 0 0 0 1 0 2 7 9 2 3 0
Class 2 0 0 0 0 0 0 2 7 10 3 1
Figure 2b
80
75
Class 1
70 Class 2
65
60
Class % Average
The second data analysis tool (Appendix C) was a ten question true and
false quiz. This assessment provided feedback as to each students

knowledge of pyramids and was given after a two-day instructional period on
pyramids. Inconsistent with my expectations, class 1 outperformed class 2 by
a narrow margin. Class 1 scored an average of 77.1 percent and Class 2 had
an average of 70.9 percent (Figure 3). I had anticipated the Class 2 would
outperform Class 1 because Class 2 took part in a writing activity (i.e.
Appendix G) that supported the material and was intended to deepen their
understanding. It must be addressed that true and false assessments may not
be the best representation of student understanding because students have a
50/50 chance of guessing the correct answer even if they are not sure how to
solve the problem. Writing in the math classroom does not appear to have
had a positive influence on student performance in this case, however, a more
thorough examination on pyramids may prove otherwise.
Figure 3a
Data Source II Appendix C: Pyramid Quiz ~ True/False [Student

Breakdown]
# of Correct 0 1 2 3 4 5 6 7 8 9 10
Responses 10 10 10 10 10 10 10 10 10 10 10
Class 1 0 0 0 0 0 1 3 6 8 4 2
Class 2 0 0 0 1 0 1 7 7 2 2 3
Figure 3b
78
76
74
Class 1
72 Class 2
70
68
66
Class % Averages
The last series of lessons for this unit addressed the ideas of surface
area and volume in regards to cylinders, cones, and spheres. Once again,
Class 1 received similar instruction to Class 2 with the exception of daily
writing prompts (i.e. Appendix H). The exam that followed these lessons
consisted of nine fairly involved questions (Appendix D). The exam was
presented to students in an open-ended format; however, they were also
given a list of multiple choice answers the corresponded to each question and
they had to choose the appropriate one based off of their work from each
problem. This was done so that the data could clearly be analyzed. The
results of this data assessment further support the notion that writing in the
math classroom can enhance student performance. Class 1 scored an
average of ten percentage points below that of their peers in Class 2 (Figure
5).
Figure 5a
Data Source III Appendix D: Cylinder Quiz ~ Multiple Choice

[Student Breakdown]
# of Correct 0 1 2 3 4 5 6 7 8 9
Responses 9 9 9 9 9 9 9 9 9 9
Class 1 0 0 0 0 2 0 10 6 4 2
Class 2 0 0 0 0 0 1 3 6 8 5
Figure 5b
85
80
Class 1
75 Class 2
70
65
Student % Average
At the conclusion of the unit students were given the same assessment
that was presented to them prior to the research (Appendix E). This exam
embodied some of the most complex components of the unit. It was designed
to be challenging and to see which students could demonstrate a valid
understanding of the material. Giving identical pre- and post-examinations
has allowed me to compare student growth and recognize the effect my
research had on my focus group. A side-by-side comparison of the four data
sets (Figure 6) shows Class 1 out performing Class 2 in the pre-assessment
and although both classes showed substantial improvement on the post-
assessment, Class 2 showed greater competence by earning an average score
of 85% opposed to Class 1s average of 76.5%. The fact that Class 2 initially
demonstrated less pre-requisite knowledge than Class 1 but managed to score

higher on the post exam helps make the argument that there is a positive
correlation between writing in the math classroom and student performance.
Figure 6a
Data Source IV Appendix E: Pre-Test / Post-Test [Student Breakdown]

# of Correct 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Responses 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14
Class 1 Pre-Test 1 3 3 4 3 2 3 2 0 2 1 0 0 0 0
Scores
Class 1 Post-Test 0 0 0 0 0 1 0 1 3 3 3 2 3 6 2
Scores
Class 2 Pre-Test 0 4 5 7 1 1 2 0 1 0 0 1 0 0 0
Scores
Class 2 Post-Test 0 0 0 0 0 0 1 0 0 1 2 5 4 5 5
Scores
Figure 6b
100
80
60 Class 1 Pre-Test
Class 2 Pre-Test
40
Class 1 Post-Test
20 Class 2 Post-Test
Class % Averages
Figure 7 Side-by-side comparison of each data assessment tool

90
80
Class 1 Data Source 1
70
Column1
60 Class 1 Data Source 2
02
50
Class 1 Data Source 3
40 03
Class 1 Data Source 4a
30
04
20 Class 1 Data Source 4b
Class 2 Data Source 4b
10
0
% Averages
Findings
When comparing the data analysis of my focus group to results from the
prior studies discussed in the literature review some clear relationships
immerge. Sanders (2009) explains, students of all ability levels can succeed
in mathematics classes that incorporate hands-on exploration and writing (p.
432). This statement embodies the key ideas of both my literature review
and my own personal research. Students that write in the math classroom
show better competence on assessments, outperforming their peers who did
not use writing to emphasize the daily curriculum.
My study relates to that of Vacaretu, et al. (2008) in regards to my
incorporation of daily writing prompts and journals. Vacaretu, (2008) explains,
I asked students to make journal entries about what they had learned that
day (p. 454). These journals can range in complexity; but each day they
were able to use these journals to reflect on daily mathematics activities and
instruction. Students that did not use journals on a regular basis showed a
surface understanding of the material; their knowledge mimicked the mere
regurgitation of facts and did not demonstrate great depth of understanding.
Studies done by Williams & Wynne (2000) further emphasize this notion, The
mathematical entries furnish concrete feedback on a students understanding
of concepts taught. Journals also give students opportunities to express
themselves mathematically and attain closure (p. 135).
Gibson and Thomas (2005) also found similar results when studying the
effectiveness on writing in the math classroom with their studies; they state,
Mathematics teachers are finding that they can increase the effectiveness of
their instruction by employing classroom writing strategies (p. 108). The

findings of Gibson and Thomas are directly in line with my own personal
findings with my focus group. My teaching was less effective with my first
class of students that did not use writing on a regular basis. On the contrary,
my second class of students were asked to write on a regular basis, and as a
result grasped most of the key components from my instruction over the
course of the unit.
Reviewing each students writing assignments helped me to pinpoint
areas of instruction that needed to be revisited. Just as I was able to
recognize this idea Sanders (2009) also identified the usefulness of writing
assignments as a tool to help appropriately plan instruction. Sanders (2009)
states, Journal writing is a way for students to express their concerns and also
a way to give the teacher insights into areas of confusion or
misunderstanding (p. 437). In my study as well as in Sanders (2009) study
there was a positive correlation between writing and performance.
My researched focused on geometry vocabulary and writing prompts
and my finding tie closely to that of Gibson and Thomas (2005). Gibson and
Thomas (2005) state The writing solidifies their understanding of geometric
concepts and vocabulary that often proves elusive to geometry students (p.
111). With the exception of the true and false assessment task, data
consistently pointed to the idea that writing in math can be an essential factor
in helping students to develop a true understanding of the mathematics that
the students are being introduced to.

Recommended Action
Based on the results of this research project it can be concluded that
writing in the math classroom is a beneficial addition to current practice.
Burns (2004) states, The results I experienced with students were what
clinched my commitment to making writing a regular part of math instruction.
Not only did I see how writing helped students think more deeply and more
clearly about mathematics, but I also discovered that students writing was an
invaluable tool to help me assess their learning (p. 30). Using writing in the
classroom encourages students to think deeply about the mathematical
process needed to approach each topic. This act can increase student
engagement, which can also help with classroom management and behavior.
Conducting this action research has provided me with some key
practices that I can use into my daily instruction to benefit student
understanding. Writing prompts can come in many forms and are an easy
addition to current classroom practice. These prompts can range from student
reflections or journals about daily mathematical tasks to problems that require
students to justify their solutions with written explanations. Embedding
writing into the geometry curriculum will help my students to gain an
understanding about the subject matter that go beyond rote recall. Seeing
that the results of my research showed a positive correlation between writing

and student understanding motivates me to make it a part of my daily
classroom routine.
School-Wide Improvement Plan
In an effort to provide our students with a progressive approach to
education my schools current focus for their improvement plan is on the
implementation of technology into the classroom. This year we the district
has provided us with Chrome Books, iPads, and Smart Boards in an effort to
increase the use of technology in our daily classroom practice. Additionally,
both the wired and wireless network capacity has been increased to facilitate
virtual instruction opportunities. Familiarizing students with a virtual platform
can help adequately prepare them for online assessments such as the PARCC
and the districts MAP test. Technology is an essential component of how our
society operates and must be encouraged within the academic environment to
ensure our students success not only within our classroom but is all of their
future endeavors.
My action plan is focused around the value of writing in the classroom.
Even though our school wide improvement plan is heavily focused on
technology, writing can still be implemented into the design of this plan.
Students could keep virtual journals and answer writing prompts using
programs such as Google docs. Both of these methods would still encourage
writing in the math classroom, however, they have some added benefits.
When a student responds to a prompt using an avenue of technology the
teacher can receive their solutions and assess the students responses
instantly. Prompts can be created that mimic the open-ended responses of the
PARCC exam and can help students feel adequately prepared for this state test
and more comfortable using technology for assessment purposes.
As with any change in current classroom practice or routine there are
barriers to overcome. The main challenge is to convince the staff that
regardless of the content area, this is a worthwhile addition to our current
classroom practices. Many teachers, (especially veteran teachers) are
resistant to change because they feel comfortable presenting the curriculum
in a manner that they are accustomed to. However, I feel that by sharing the
results of my research study many teachers will see the added benefit of
writing in the classroom. One way that I would encourage teachers to take
action is perhaps start with a weekly writing prompt and as they become more
comfortable creating and implementing these prompts to slowly add prompts
into more and more lessons until they become daily practice. Small simple
changes are a good way to ensure the success of any plan, including writing in
the classroom.
Sharing
The results of this six-week action research project on the correlation
between writing and student performance was shared with the mathematics
department along with the department head. Each member of this
department are also members of various Professional Leaning Communities
each who focus on different content areas but have a common goal, that being
the success of our programs and ultimately the success of our students. I took
the opportunity to meet with the group as a whole and discuss my research
process in its entirety. I communicated the benefits I witnessed from
implementing writing prompts on a daily basis with my students. My peers

were very receptive to my talk and recognized how this practice could
potentially benefit their own students. (Appendix I).
Appendix A: Data Collection Matrix

Research Appendix B Appendix C Appendix D Appendix E

Question:
Data Data Data Data
How do daily Collection Collection Collection Collection
writing Instrument Instrument Instrument Instrument
prompts #1a: #2a: #3a: #4:
influence
assessment Prism Pyramid Cylinder, Surface Area
scores in the Assessment Assessment Cone, & & Volume
mathematic Sphere Summative
s classroom? Assessment Assessment
(pre/post
exam)
Appendix F Appendix G Appendix H
Data Data Data

Collection Collection Collection
Instrument #1b: Instrument #2b: Instrument #3b:
Writing Prompt: Writing Prompt: Writing Prompt:

Prisms Pyramids Cylinders, Cones, &
Spheres
Appendix B: Data Collection Instrument #1a - Prism Assessment

Appendix C: Data Collection Instrument #2a - Pyramid Assessment
Geometry: Quiz Name

_____________________________
Surface Area & Volume of Pyramids Date______________
Period ________
TRUE FALSE Pyramids have one base.
TRUE FALSE All pyramids have a total of five faces.
TRUE FALSE The pyramid shown has eight Slant height =15 edges.
base edge
=10
TRUE FALSE There is only one way to construct the net design of a pentagonal
pyramid.
TRUE FALSE The volume of a pyramid is one-third the volume of a prism with an
identical base.
TRUE FALSE The lateral faces of all pyramids are triangular.
TRUE FALSE The Pythagorean theorem can be used to identify the height of a
pyramid when
Given the slant height and the apothem.
TRUE FALSE The lateral faces of all pyramids are triangular.
TRUE FALSE The surface area of a pyramid above is 400 square units.
TRUE FALSE The volume of the pyramid above is 500 cubic units.
Appendix D: Data Collection Instrument #3a - Cylinder Assessment

Appendix E: Data Collection Instrument #4 - Surface Area & Volume
Cumulative Assessment
This first data assessment tool will be used at the conclusion of my first
series of lessons on surface area and volume. This exam focuses specifically
on prisms. This is a quantitative data collection tool and the multiple-choice
format of this quiz will make it easy to obtain data and analyze it accordingly.
Even though the assessment is multiple-choice I still have asked the students
to show their work; this will provide me additional insight of their level of
comprehension with the material. Student work lets me observe where
students are struggling and I can then work to redirect them in future lessons.
The second assessment is a true or false quiz that was designed to gain
feedback as to each students knowledge of both the vocabulary of pyramids
as well as their ability to identify the surface area and volume of this
polyhedron. Students can earn one point for each question that they get
correct, for up to a total of ten points.
This unit moves from prisms and pyramids to cylinders, cones, and
spheres. The third data assessment instrument will help me to identify my
students ability to determine the surface area and volume of each of these
figures. This exam will be scored numerically and is therefore a useful
quantitative data collection tool.
This unit on surface area and volume will conclude with a test that
embodies all of the topics from the unit. The fourth data collection instrument
focuses on the collection of quantitative data as students will be scored
numerically. This particular exam will also be issued prior to the start of the
unit (pre-test), as well as at the conclusion of the unit (post-test). By doing this
I will be able to identify the growth that my students made over the course of
the unit of study.
Appendix F: Data Collection Instrument #1b - Writing Prompt S.A. & V. of

Prisms
Appendix G: Data Collection Instrument #2b - Writing Prompt S.A. & V. of

Pyramids
Appendix H: Data Collection Instrument #3b - Writing Prompt S.A. & V. of

Cylinders
Each of the three preceding assessments will be administered to the
sample group of students that will participate in writing assignments as a part
of their daily mathematics classroom routine. Each tool is quantitative in
nature because students are required to justify their answers using written
explanations. Because of the open response structure of this assessment
grading would be done using a rubric. Such assessments will help me to
gain valuable insight as to my students level of comprehension with each
topic.
Appendix I: Email & Letter from Leader of the OCHS Department of Mathematics
References
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Running head: BENEFITS OF WRITING IN MATHEMATICS

influence that writing in the mathematics classroom can have on student

performance. Students will be required to have a consent form signed by their

2016. Data collection will be obtained through the use of a series of

confidentiality reasons students will be assigned an identification number that

analyzed and a conclusion about the correlation between writing in the

mathematics classroom and student understanding will be determined.

Personal growth is an important component of the teaching profession.

Mills (2014) states, The goal of teachers is to be professional problem solvers

audience and continuously evaluate the effectiveness of these strategies. Action

research is an appropriate tool to help me to see if the components of my

chosen to study how writing in mathematics can influence student performance.

something that I incorporate into my curriculum for the duration of my career.

My research experience is minimal, however, as a ninth year secondary

math teacher I believe that I have enough familiarity with pedagogy to

Embracing this project will encourage me to conduct future research projects

that can continue to benefit my teaching practice and aide in helping my

students reach their academic potential.

Ocean City High School is a suburban school whose demographics are

predominately white; specifically 89% Caucasian, 5% Hispanic, 3% African

American, and 3% Asian American, Indian, or Pacific Islander. Although a small

percentage of the population falls under the category of economically

disadvantaged, the majority of the students here have a middle-class

socioeconomic status. Ocean City High School encourages a differentiated

developmental levels. My certification allows me the flexibility to teach any

subject within the secondary mathematics discipline. This year I teach a

combination of algebra and geometry courses. My students have a wide range

skills requires differentiation and constant reflection upon my approach to the

People in general are apprehensive of change, myself included, therefore, I

new approach may not be as successful as my current methods. It is easy to go

back to routines that we feel comfortable with. I need to be conscious of the

course of the study.

An ethical concern I have for this project is in regards to the accuracy of

regardless of my preconceived notions about what I think will occur.

Understanding how writing can influence my students progress will help me

project will provide. As a high school math teacher I expect my students to

solve problems using a series of mathematical steps, however, researching

approach to teaching mathematics. Sagor (1992) explains that action

research is conducted by people who want to do something to improve their

understanding and a higher level of retention of the material. I am looking

forward to proving or disproving this hypothesis. I feel that my students will

better perspective of which teaching strategies are the most effective.

Gibson and Thomas (2005) state, Mathematics teachers are finding

that they can increase the effectiveness of their instruction by employing

classroom writing strategies (p. 108). My study seeks to determine the

advantages that writing can have when it is incorporated into a mathematics

curriculum. Writing in mathematics gives learners an opportunity to

field of education because studies suggest that students will thrive in a

supports learning because it requires students to organize, clarify, and reflect

on their ideasall useful processes for making sense of mathematics. In

understandings, their misconceptions, and their feelings about the content

theyre learning (Burns, 2004, p. 30). Research repetitively suggests that

through the utilization of writing techniques in the mathematics classroom I

can better comprehend how writing can enhance my students understanding

of my mathematics lessons. The following paragraphs highlight some

common themes depicted by a series of article Ive researched in regards to

the role that writing can play in the mathematics classroom.

Using the language of mathematics increases students abilities to

mathematics provides students an opportunity to develop their thinking as

use of vocabulary words on a regular basis is a common theme amongst

researchers. Gibson and Thomas (2005) asks writers to be knowledgeable

given a definition they should be about to explain it in a mathematical

definition of the quadrilateral, students constructed each one by using on this