New
Directions in
Putting It All Together
Talk! Yes, talk during math class.
Talking and communicating in many ways
is an essential part of all math classes.
Ruth Huang states, “Students may use
verbal language to communicate their
thoughts, extend thinking, and understand
mathematical concepts.” (2001).
We are social animals. Our students are
social animals. Social animals crave
interaction we others. Through this
interaction, we are able to share ideas, and
solidify understanding. Additionally,
“Listening to others’ thoughts and
explanation about their reasoning gives
students the opportunity to develop their
own understandings.  Conversations
between peers and teachers will foster
deeper understanding of the knowledge of
mathematical concepts.” (Huang, 2001).
So, have students Think/Pair/Share a lot,
allow them to work in groups to practice
and problem solve, and allow them to ask
each other before asking the expert in the
room.
Make Math a
Social
Experience
Mathematics
How It Happens
How Does It Just Happen
Lind (1999) describes how science and
math concepts are acquired through
children’s younger years. She divides them
into three distinct types of experience.
1.  Naturalistic Experiences - These types
of experiences happen spontaneously for a
child during normal play and interaction
with others.  Adults do not interfere or
create these experiences for their children
other than a simple acknowledgement of
the child’s doings.  
2.  Informal Learning Experiences -
These experiences come from naturalistic
experiences that children are taking part in. 
These are the so-called ‘teachable
moments’ that adults look for.  This is also
a way for teachers to reinforce concepts
covered in Structured Learning Experiences
or other lessons.
3.  Structured Learning Experiences -
These experiences are the traditional
classroom lessons that have been typical of
classrooms in the past.  These are pre-
planned lessons with learning outcomes
attached to them.
Awareness of these experience allows
educators to design, create and plan
environments where experiences that will
nurture an appreciation of math will occur.
 Communicating
it All Learning math
“Writing is a way to work yourself into a subject and make it your own.” (Zissner, 1988) It Just Does Happen
Learning Math can be separated into three
Writing in math? Does it work? YES, yes it does. The process of writing has a number of benefits for the learner of
distinct areas. Without one of the areas the
math. All help reinforce the learning and allow the student to make it their own thereby increasing retention of the
learning would not be as strong or
skill. One of the most common ways to get students to write in a math class is through the use of a math journal.
solidified in the student’s brain. It is a
In the journal, “students create ongoing records about what they’re doing and learning in math class, they have a
delicate balance between three ideas:
chronological record of their learning experience.” (Burns, 2004).

Writing is an individual task. When asked to write in their math journal, it forces students to use their own words • Factual knowledge - allows students to
work with numbers quickly.
to explain ideas and procedures. The process of journalling also allows students to express what they are finding
confusing or difficult about a particular topic. It also encourages independent thinking and builds confidence. • Procedural knowledge - allows students
Hot Tips to perform various operations on number
Other Ways to Write
• Establish the Form, Purpose, and Audience • Conceptual knowledge - allows
There are a number of ways in which to of the writing (i.e. essay, explain division, students to use what they know about
incorporate writing into math other than a the teacher). math to solve problems and think
math journal. Marilyn Burns (2004) creatively
suggests the following: • Have students Think/Pair/Share prior to
writing. All three areas must be balanced,
• Solving Math Problems - using writing somewhat like the stool below. If one is
in this way allows students an alternative • Incorporate math words into the word wall not practiced and learned, the base upon
way in which to process their thinking. It which more learning can happen will not be
also allows the teacher to get a glimpse as strong. It is important to remember that
at how a student approaches and attacks one is not more important than the other.
a particular problem.

• Explaining Mathematic Ideas - having

students spend time thoroughly
explaining a math concept encourages
review and allows the teacher to see how
the student understands the concept.

• Writing About the Learning Process -

at times, having students simply write
about their experience; what they like/
dislike, provides insight for the teacher.