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This paper discusses the use of process writing to assist middle and junior high school students in becoming competent, confident mathematical problem solvers and communicators. The process writing technique involves students in four recursive, overlapping stages in writing: rehearsing, drafting, responding, and revising. Students utilize this technique in daily writers' workshops to produce a class book of creative, meaningful math problems. This method of instruction not only helps students to better understand mathematical concepts, but also encourages them to express and think about their problem-solving skills. It also follows the guidelines outlined by the National Council of Teachers of Mathematics (NCTM) in their curriculum standards. A typical classroom scenario involving the four-step process writing technique and examples of student work are presented. (MDM)

Descriptors: Classroom Techniques, Communication Skills, Elementary School Students, Integrated Curriculum, Intermediate Grades, Junior High School Students, Junior High Schools, Mathematics Instruction, Middle School Students, Middle Schools, Problem Solving, Process Approach (Writing), Process Education, Teaching Methods, Word Problems (Mathematics), Writing Skills, Writing Workshops

Autor: Wadlington, Elizabeth; Hicks, Karen


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