Writing is one of the parts of language that young mathematicians are developing along with their reading, talking, and listening skills. For many students what they know about mathematics may exceed their ability to communicate it through the written word. Children learn to write by writing. Writing needs to be original thought, not just copying something that someone else wrote. Therefore it is imperative that opportunities are provided often for young children to engage in writing about mathematics. For the teacher, providing an environment that is rich in mathematical language is a priority. The following four learning station/center ideas can be first discussed in the classroom in a large group or small group setting before rotating out to an independent learning center. Facilitation notes are provided below for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. Most of the masters have been made so they can be easily used in The Mathematician’s Notebook.

Writing is one of the parts of language that young mathematicians are developing along with their reading, talking, and listening skills. For many students what they know about mathematics may exceed their ability to communicate it through the written word. Children learn to write by writing. Writing needs to be original thought, not just copying something that someone else wrote. Therefore it is imperative that opportunities are provided often for young children to engage in writing about mathematics. For the teacher, providing an environment that is rich in mathematical language is a priority. The following four learning station/center ideas can be first discussed in the classroom in a large group or small group setting before rotating out to an independent learning center. Facilitation notes are provided below for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. Most of the masters have been made so they can be easily used in The Mathematician’s Notebook.

Writing is one of the parts of language that secondary mathematicians are still developing. For some students, ESL/ELL for example, what they know about mathematics may exceed their ability to communicate it through the written word. For that reason, pictures, diagrams, and the use of manipulatives support the students’ efforts in communicating about their mathematical experiences. Students learn to write by writing. Writing needs to be original thought, not just copying something that someone else wrote. Therefore it is imperative that opportunities are provided often for students to engage in writing about mathematics. As the teacher, providing an environment that is rich in mathematical language is a priority. Providing students a Mathematicians’ Notebook, if for nothing else but the development of a Glossary and a Journal, offers a place where students can record their thoughts and experiences as it chronicles their growth over time while on their mathematical journey. Students’ writing should include discussions about what they did or how they thought, why they thought or did what they did. Strategy names and correct mathematical language need to be included as appropriate. Students’ writing should make sense and be complete. This will develop over time for secondary mathematicians as they have more opportunities to write about their experiences. The following four learning station/center ideas can be first discussed in the classroom in a large group or small group setting before rotating out to an independent learning center. Facilitation notes are provided below for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. Most of the masters have been made so they can be easily used in The Mathematician’s Notebook.

Writing is one of the parts of language that secondary mathematicians are still developing. For some students, ESL/ELL for example, what they know about mathematics may exceed their ability to communicate it through the written word. For that reason, pictures, diagrams, and the use of manipulatives support the students’ efforts in communicating about their mathematical experiences. Students learn to write by writing. Writing needs to be original thought, not just copying something that someone else wrote. Therefore it is imperative that opportunities are provided often for students to engage in writing about mathematics. As the teacher, providing an environment that is rich in mathematical language is a priority. Providing students a Mathematician's’ Notebook, if for nothing else but the development of a Glossary and a Journal, offers a place where students can record their thoughts and experiences as it chronicles their growth over time while on their mathematical journey. Students’ writing should include discussions about what they did or how they thought, why they thought or did what they did. Strategy names and correct mathematical language need to be included as appropriate. Students’ writing should make sense and be complete. This will develop over time for secondary mathematicians as they have more opportunities to write about their experiences. The following four learning station/center ideas can be first discussed in the classroom in a large group or small group setting before rotating out to an independent learning center. Facilitation notes are provided below for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. Most of the masters have been made so they can be easily used in The Mathematician’s Notebook.

This is a collection of 10 blackline masters, including a set of elapsed time problems for use with time. There are masters that can be used as writing prompts and journal entries as well as graphic organizers and tolls for supporting students work with time. This resource is good for students with dyslexia and language-based learning deficiencies. Please take a moment to review this resource.

Writing in mathematics involves more than just putting word to paper. Words need to be carefully chosen to communicate ideas and concepts clearly. Writing involves all of the language of mathematics. Reading, vocabulary, notations and symbols, diagrams, charts, graphs, and metacognition all serve a role as students are engaged in writing in mathematics. Many and varied opportunities need to be provided for students to engage in original thought writing. And remember, just because a student can say something in words, it in no way shows that they can write those same thoughts. Those are two different skill sets. Writing also provides opportunities for the verbal learner to excel as well as the creative learner. Vocabulary is one of the foundations for developing understanding for any subject area and mathematics is no exception. For many students words used in mathematics may not be familiar in context. Students need many opportunities to use vocabulary in their daily work. Providing additional opportunities to review vocabulary in a learning station, center, or small group will help support students who are challenged by the language of mathematics. These five vocabulary ideas can be first used in the classroom in a large group or small group setting before rotating out to an independent/pair learning center. Specific mathematical topics are included but the activities can be adapted for any topic, or discipline for that matter. Facilitation notes are provided for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. These are licensed for one classroom use only. This resource is good for children with dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Writing in mathematics involves more than just putting word to paper. Words need to be carefully chosen to communicate ideas and concepts clearly. Writing involves all of the language of mathematics. Reading, vocabulary, notations and symbols, diagrams, charts, graphs, and metacognition all serve a role as students are engaged in writing in mathematics. Many and varied opportunities need to be provided for students to engage in original thought writing. And remember, just because a student can say something in words, it in no way shows that they can write those same thoughts. Those are two different skill sets. Writing also provides opportunities for the verbal learner to excel as well as the creative learner. Vocabulary is one of the foundations for developing understanding for any subject area and mathematics is no exception. For many students words used in mathematics may not be familiar in context. Students need many opportunities to use vocabulary in their daily work. Providing additional opportunities to review vocabulary in a learning station, center, or small group will help support students who are challenged by the language of mathematics. These five vocabulary ideas can be first used in the classroom in a large group or small group setting before rotating out to an independent/pair learning center. Specific mathematical topics are included but the activities can be adapted for any topic, or discipline for that matter. Facilitation notes are provided for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. These are licensed for one classroom use only. This resource is good for children with dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Writing in mathematics involves more than just putting word to paper. Words need to be carefully chosen to communicate ideas and concepts clearly. Writing involves all of the languages of mathematics. Reading, vocabulary, notations and symbols, diagrams, charts, graphs, and metacognition all serve a role as students are engaged in writing in mathematics. Many and varied opportunities need to be provided for students to engage in original thought writing. And remember, just because a student can say something in words, it in no way shows that they can write those same thoughts. Those are two different skill sets. Writing also provides opportunities for the verbal learner to excel as well as the creative learner. Vocabulary is one of the foundations for developing an understanding for any subject area and mathematics is no exception. For many students words used in mathematics may not be familiar in context. Students need many opportunities to use vocabulary in their daily work. Providing additional opportunities to review vocabulary in a learning station, center, or small group will help support students who are challenged by the language of mathematics. These five vocabulary ideas can be first used in the classroom in a large group or small group setting before rotating out to an independent/pair learning center. Specific mathematical topics are included, but the activities can be adapted for any topic or discipline for that matter. Facilitation notes are provided for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. These are licensed for one classroom use only. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Writing in mathematics involves more than just putting word to paper. Words need to be carefully chosen to communicate ideas and concepts clearly. Writing involves all of the languages of mathematics. Reading, vocabulary, notations and symbols, diagrams, charts, graphs, and metacognition all serve a role as students are engaged in writing in mathematics. Many and varied opportunities need to be provided for students to engage in original thought writing. And remember, just because a student can say something in words, it in no way shows that they can write those same thoughts. Those are two different skill sets. Writing also provides opportunities for the verbal learner to excel as well as the creative learner. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Writing in mathematics involves more than just putting word to paper. Words need to be carefully chosen to communicate ideas and concepts clearly. Writing involves all of the language of mathematics. Reading, vocabulary, notations and symbols, diagrams, charts, graphs, and metacognition all serve a role as students are engaged in writing in mathematics. Many and varied opportunities need to be provided for students to engage in original thought writing. And remember, just because a student can say something in words, it in no way shows that they can write those same thoughts. Those are two different skill sets. Writing also provides opportunities for the verbal learner to excel as well as the creative learner. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Writing in mathematics involves more than just putting word to paper. Words need to be carefully chosen to communicate ideas and concepts clearly. Writing involves all of the language of mathematics. Reading, vocabulary, notations and symbols, diagrams, charts, graphs, and metacognition all serve a role as students are engaged in writing in mathematics. Many and varied opportunities need to be provided for students to engage in original thought writing. And remember, just because a student can say something in words, it in no way shows that they can write those same thoughts. Those are two different skill sets. Writing also provides opportunities for the verbal learner to excel as well as the creative learner. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!