Creative Writing in the Mathematics Classroom

Creative writing in the mathematics classroom promotes mathematical applications in the real world, constructivist learning, embodied learning, transfer of mathematical ideas, and student engagement. When students are allowed to write about mathematical concepts creatively, they are able to take concepts that they have learned and put them into their world or even create a situation where the mathematical concept applies. Applying mathematical concepts to other environments helps learners transfer mathematical concepts. Learners are able to take the mathematics content and contextualize it outside of the classroom. Writing in mathematics also is a way for students to embody learning. Because writing involves some kind of physical action, connecting mathematics through physical means allows for active and embodied learning. Additionally, creative writing can help students to reformulate their thinking about a concept or can allow for review of mathematics material. As teachers and learners, we see the value in creative writing in the mathematics classroom. Writing can transform us and help to deepen understanding of mathematical concepts. In the classroom, we can use creative writing to aid in students’ understanding of mathematical concepts. Creative writing is also engaging and allows students the freedom to reformulate and review their mathematical thinking in their own ways

A Study of Elementary Teachers\u27 Attitudes toward Mathematics Instruction and Mathematics Teaching Methods Used in the Elementary Classroom

This study involved an investigation of elementary (grades K-4) teachers\u27 attitudes toward mathematics instruction and the mathematics teaching methods elementary teachers plan and implement in the classroom setting. The population consisted of 492 elementary teachers (grades K-4) currently teaching in the Bibb County, Georgia, Public School System. The sample represented a cluster sampling of the population and consisted of 90 elementary teachers currently teaching in six public elementary schools. One inner city school, four suburban schools, and one rural/semirural school were randomly selected. The research design used was a correlational design. The sets of data considered were elementary teachers\u27 self-expressed attitudes regarding mathematics instruction and elementary teachers\u27 self-reported frequencies with which they plan and implement particular teaching methods in the elementary mathematics classroom. Participants completed two Likert scale questionnaires. One questionnaire presented attitudinal statements related to the teaching of mathematics. Possible responses included strongly agree, agree, undecided, disagree, and strongly disagree. The second questionnaire contained a list of teaching methods accompanied by frequencies from which subjects could select a response: daily, frequently, occasionally, seldom, and never. Pearson correlation coefficients were calculated and used to interpret the results of the questionnaires completed by the subjects of the study. Pearson correlation coefficients measured relationships between elementary teachers\u27 attitudes toward mathematics instruction and reported frequencies of planning and implementing particular teaching methods. Teachers\u27 attitudes toward mathematics instruction were analyzed in five areas: anxiety, confidence, enjoyment, desire for recognition, and pressure to conform. The frequencies of planning and implementing particular teaching methods were analyzed in three areas: traditional teaching methods, progressive teaching methods, and teaching methods that combine traditional and progressive approaches. Of the 15 Pearson correlation coefficients calculated, none was significant at the

Creative Writing in the Mathematics Classroom

With the current focus on college and career readiness, it is crucial that learners develop strong abilities in writing. In order to nurture writing skills in students, teachers must have confidence in their own abilities to use writing as a learning tool and a valuable form of communication. Teachers and teacher educators benefit from having repertoires of ideas for designing and implementing lessons that incorporate creative writing opportunities into all subject areas, including mathematics. Session participants will engage in creative writing and design writing opportunities focused on a variety of mathematics topics.

Degree of depression in women preceding abortion at the University of Oregon Medical School

This evaluation was undertaken because of an interest by the authors in the abortion program at the Medical School. Interest in the emotional status of patients receiving abortions was aroused while working in a field placement at the Medical School through the Portland State University School of Social Work. With the consent and assistance of the Obstetrics-Gynecology Department and the Director of Social Services, this study was initiated with the hope that it would be a step toward providing an over-all and continuing assessment of information about the women receiving abortions. The researchers’ particular area of interest concerned the characteristics of emotional depression as they relate to the abortion process. A decision was made that this study would concentrate on gathering data in relation to three aspects of the sample: To describe the sample through demographically terms and attitudes; To describe the amount of depression the women have prior to receiving the abortion; To determine if some circumstance or attitudes have a correlation with the amount of depression of the women