RESEARCH INTO PRACTICE: Writing and the Development of Problem Solving in Mathematics and Science

There is a growing emphasis on the role of commu nication, both written and oral, in assisting stu dents in understanding mathematics and science. This is particularly true in the middle grades where teaming and block schedules enable teachers to make connections between various disciplines across the curriculum. "Written language becomes a valuable heuristic of learning. It develops students' abilities (to read, define, hypothesize), inculcates methods (of problem-solving), increases knowledge (particularly metacognitive awareness), recognizes atti tudes, and promotes collaboration" (Connolly, 1989). Addressing these components is significant in facilitating the learning of math ematics and science; therefore, the focus of this column will be on the use of writing in these disciplines. Professional organizations in mathematics, science, and the language arts all underscore the relevance of communication in the learning process and highlight the value of both written and oral discourse in producing literate citizens. Standards jointly developed by The National Council of Teachers of English (1996) and the International Reading Association explicitly state that stu dents need frequent opportunities throughout their day to engage in various types of writing. Expressing newly learned knowledge through writing fosters later recall and enables students to solidify their understanding of key ideas and concepts. The National Council of Teachers of Mathematics asserts that