Shannon Call

Shelli Spotts

English 313

14 December 2017

Writing In Mathematics

In the recently released movie Hidden Figures, Hollywood portrays the untold story of

colored women computing calculations for N.A.S.A. to help successfully send and return a man

to the moon. During that time period, computational technology was brand new and limited. The

astronauts and engineers relied on their own computational skills and plug-n-chug methods to

calculate the correct values. Since then, technology has significantly advanced. Now, we have

computer programs and databases that can compute and store unlimited mathematical

computations. Therefore, we do not need humans to strictly compute. We need humans to

critically think, investigate, explore, predict, manipulate, and create. We need humans to be able

to create the unknown and explore the undiscovered.

That is why the Utah education system has adopted the Common Core program. The

Common Core Math program is specifically designed to help students learn to understand why

computations work and investigate mathematical properties and characteristics. Students are

asked to model, reason abstractly, construct arguments, critique, analyze, persevere, and

strategically use tools (Utah Mathematics Core Standards). Research has shown that reflective

writing is one of the best skills to learn and tools to use to improve students mathematical

understanding because it requires and advances students critical thinking.

Teachers can begin teaching students how to become more effective critical thinkers by

positively priming them through reflective journal writing. In Blink, Malcolm Gladwell surfaces
the idea of priming (142). Gladwell mentions several studies where researchers found that the

human subconscious influences ones actions, attitudes, and responses (143). Researchers

conducted experiments and observations to determine the effect words have on individuals. They

found that positive words brought positive actions and thoughts, and negative words brought

negative actions and thoughts. Gladwell concludes that educators have a profound influence on

their students subconscious based on the evidence of priming (150). Therefore, math teachers

should include activities or exercises in their classrooms that promote positive priming. One such

activity includes reflective journal writing.

Connie Schrock, a math professor and research specialist at Emporia State University,

explores using reflective writing as a positive priming source to promote critical thinking in her

classroom. In her video presentation, she gives a few examples of writing prompts. One prompt

asks the students to relate math to an object. For example, if math were a building, what kind of

building would it be and why? (Schrock, Can Writing Be the Missing Link for Mathematical

Understanding? (Secondary)). She believes that this writing exercise helps teachers understand

their students predispositions about math. A students relationship with math is often projected

onto their work and influences their productivity and their personal investment in the subject.

Therefore, it is important for teachers to understand their students predispositions of math so

that they may guide a students relationship with math to a more positive place, because a

students perception influences their critical thinking process and habits. If students relate math

to bad, gross, hard, or ugly objects, then teachers can reason that their student does not

particularly enjoy math. If students relate math to good, delicious, comfortable, and beautiful

objects, then their student probably has a positive relationship with math. Understanding a
students relationship with math will help teachers know where to begin positively priming their

students.

Another prompt Schrock gives to her students, to positively prime them to increase their

critical thinking, is to describe a concept or skill that they do well at. This concept or skill does

not necessarily have to be mathematical. Schrock believes that this prompt encourages students

to recognize and identify what they excel at and what they enjoy doing. This allows the teacher

to see what other aspects their students excel in besides math. A student might not be great in

math, but they are extremely creative and enjoy art. Some other students might prefer to play

sports and stay active. This prompt gives students the opportunity to identify what they are good

at and share it with others. By identifying and sharing ones strengths, students begin to believe

that they are good at at least one thing. This promotes positive self-talk and encourages a positive

and confident attitude to whatever action they do next (Schrock). If teachers propose this prompt

at the beginning of class, they can positively prime their students before they begin mathematics.

Therefore, reflective journal writing can act as a positive priming source for students, which can

increase ones performance and mathematical understanding. Schrock exclaimed, Students

cant learn if they dont believe its possible. They have to believe that it is possible (Schrock).

By incorporating reflective journal writing into mathematics, students are given the opportunity

to positively prime their thoughts to encourage critical thinking and to increase their self-

confidence in mathematics.

Reflective journal writing offers opportunities for students to publish their work and gain

a sense of ownership, which motivates critical thinking (Schrock). For one to publish their work,

they must do the work: think, reason, and justify their conjectures. By writing their thoughts,

ideas, predictions, assumptions, conjectures, and conclusions, they begin to make mathematics
their own. They begin to internalize information and then publish their own thoughts. Finding a

sense of ownership and publishing their work inspires and supports critical thinking.

Reflective journal writing in math classes has shown an increase of mathematical

language, which promotes critical thinking by connecting concepts to terms, definitions, and

mathematical symbols. This improves students ability to articulate their thoughts and present

their conjectures. Schrock encourages teachers to write mathematical definitions and terms on

the board as they are teaching so that the students will be able to visualize the name of the term

and connect it to the conceptual understanding (Schrock). Furthermore, Teachers can continue to

immerse students with mathematical vocabulary by consistently using the correct terms and

definitions regularly in class. This will help students to become more familiar with mathematical

vocabulary and how to use it. Through writing, students can use the vocabulary necessary to

articulate their thoughts and conjectures. They should use definitions, terms, and theorems to

justify their conjectures and prove their reasoning. To encourage more vocabulary use, teachers

can ask students to include specific terms and definitions in their writing task (Schrock). This

will give them an opportunity to use mathematical language to express their thoughts and

recognize their misconceptions of terms and words. Furthermore, teachers can use this as an

assessment to determine whether or not their students understand the mathematical definitions

and concepts. Therefore, writing increases mathematical language, which supports critical

thinking.

Through writing, students are given the opportunity to evaluate their own thinking

process and to determine any inaccuracies that might have occurred. This also gives them an

opportunity to reflect on previously learned mathematical concepts and connect previous

concepts to current learning (Martinez 248). Journal writing encourages students to put
mathematics into their own words. This promotes conceptual understanding and pushes students

to internalize mathematical concepts (Schrock). In addition, after students have written about

complex concepts in their journals, and they find themselves struggling with that particular

concept later on, they can look back to their journal entry and review the concept through their

personal explanation (Schrock). Therefore, reflective journal writing supports critical thinking by

encouraging review and reasoning.

Reflective journal writing allows the brain time to reflect on learning and process

mathematical concepts giving students time to critically think (Schrock). Learning takes time.

Critically thinking takes time. Conceptually understanding mathematics takes time. Students

need to be given time to grapple with difficult concepts. Reflective journal writing allows

students to take the time to really internalize the concepts that they have been studying and

exploring, thus encouraging mathematical critical thinking.

In addition, writing strengthens conceptual mathematical understanding by using motor

skills to stimulate critical thinking. David A. Sousa, the author of How the Brain Learns

Mathematics, wrote, Adding this kinesthetic activity [writing] engages more neurons and causes

students to organize their thoughts about the concept (76). Through extensive research and

analysis, Sousa concludes that incorporating journal writing into mathematics is one of the most

beneficial things for students because their journals serve as a record of their thoughts, writing

inspires students to become active participants in their own learning by engaging with

mathematics, students establish a personal connection to mathematical concepts, through writing

students learn that there is not just one way to complete a task or solve a problem, and students

can discover misconceptions (91). All of these things listed above encourage critical thinking,

which strengthens students mathematical conceptual understanding.

 Research has found that reflective journal writing gives students an opportunity to

practice difficult mathematical processes that spark critical thinking (Reinholz 442). Practicing is

the application portion of mathematics that demands understanding and comprehension. If

students do not understand concepts or procedures, they can practice them to become more

familiar with them. Journal writing prompts give students the opportunity to practice what they

have learned and smooth out misunderstandings. Practice is what allows students to become

better problem solvers and mathematicians.

Research also shows that journal writing supports better-grounded future actions

(Reinholz 442), meaning that students who regularly write in their math classes are more likely

to make better mathematical decisions in the future, like how to begin a problem, identify

essential information, and what predictions to explore. The decision making processes requires

students to use problem solving strategies and critical thinking methods.

Mathematical problem solving skills, developed and strengthened through writing, have

been shown to spark critical thinking outside the classroom. In a study, researchers found a

positive correlation with students who could work through difficult mathematical problems and

grapple with challenging concepts, and those who responded positively to the changes in their

environment (Reinholz 444). Mathematical problem solving skills are transferable to other areas

of our lives. Working through difficult problems helps students to learn to process information,

analyze the situation, predict the correct pathway to the solution, try completing the task, and

then reflect on their methods of solution to determine if their solution is correct.

Often times, we have to make life decisions and react to situations that we are unfamiliar

with. However, the more we work through those difficult tasks and persevere through

uncomfortable and sometimes painful situations, the more we strengthen our skills to handle
those situations. Now, I am not saying that mathematics is a painful experience that we need to

throw students into to let them experience the harsh realities of life. I am saying that teachers

have the opportunity to equip students with skills and resources to help them become successful

inside and outside of the classroom. Mathematical critical thinking and problem solving skills

can enable students with the ability to push through difficult situations and experiences.

Mathematics has the power to empower.

Writing engages multiple parts of the brain, which requires a different kind of critical

thinking than computational processes (Martinez 248). Journal writing engages both the creative

and logical parts of the brain. This creates more neural connections throughout the brain and

requires high level critical thinking. Students have to translate their mathematical computations

into structured sentences and explanations. The writing process deepens students mathematical

understanding by engaging multiple parts of the brain.

Furthermore, student writing inspires teachers to critically think. Journal writing gives

teachers a considerable amount of information about how students are conceptualizing

mathematics (Williams et al. 135). Student writing shows teachers where to alter their lessons

and teaching methods to promote critical thinking and clarify students misconceptions. Writing

allows teachers to promote better practices that will elicit problem solving skills and promote

critical thinking within their students.

In conclusion, reflective journal writing enhances critical thinking and creates better

mathematicians. Writing encourages students to use mathematical vocabulary, practice advanced

concepts, publish their work, think about mathematics, and internalize concepts in their own

words. Teachers can use writing in their classrooms to positively prime their students, gain a

more coherent understanding of students mathematical understanding, and use writing as an

evaluation of their lesson to make changes in the future. Writing improves students

mathematical understanding by sparking critical thinking.

 Works Cited

Gladwell, Malcolm. Blink: The Power Of Thinking Without Thinking. New York : Little, Brown

And Co., 2005. Print.

Martinez, Joseph. Thinking and Writing Mathematically. NCTM Journal, vol. 94, no. 4, Apr.

2001. Nctm.org.

Reinholz, Daniel L. "Developing Mathematical Practices through Reflection Cycles."

Mathematics Education Research Journal, vol. 28, no. 3, 2016, pp. 441-455, Materials

Science & Engineering Database; Social Science Premium Collection,

https://search.proquest.com/docview/1816811902?accountid=4488,

doi:http://dx.doi.org/10.1007/s13394-016-0175-1. Accessed 4 Dec. 2017.

Schrock, Connie, director. Can Writing Be the Missing Link for Mathematical Understanding?

(Secondary). NCTM.org, The National Council of Teachers of Mathematics, 9 Sept.

2014, www.nctm.org/Conferences-and-Professional-Development/Webinars-and-

Webcasts/Can-Writing-Be-the-Missing-Link-for-Mathematical-Understanding_-

(Secondary)/. Accessed 4 Dec. 2017.

Sousa, David A. How the Brain Learns Mathematics. Corwin, 2015. Print.

Utah Mathematics Core Standards, Utah State Board of Education, 2017,

www.uen.org/core/core.do?courseNum=5600. Accessed 12 Dec. 2017.

Williams, Nancy, and Brian Wynne. Sharing Teaching Ideas: Journal Writing in the

Mathematics Classroom. NCTM Journal, vol. 93, no. 2, Feb. 2000. Nctm.org.