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All WRite: WAC in Practice


Writing in a Math Class? Seriously?

By Rachel Santiago and Karen Wells

Math is more than just using a calculator and putting random numbers down on paper. It’s about understanding what the answers mean, not just what the answers are. Essentially, it is communicating to others our ability to interpret the work that we are computing in a way that is understandable to anyone.

Businesses today are looking for people who are able to do more than just plugging and chugging. They are looking for individuals who are critical and analytical thinkers who can communicate their findings through writing.

Writing in a math class can take many different forms: from informal activities taking little time at all, such as a 1-minute paper, to formal activities lasting a full class, such as sections on a unit test. To ask students to write in a math class is asking them to explain in words what their answers mean. They must provide units when possible, explanations for why they chose the method they decided to use to solve a problem, and, in some cases, interpret their results. Students in these writing intensive courses will be expected to interpret graphical data and provide enough information and evidence to support their answers. It is not enough to simply say what the answer is; they must explain why.

Some informal activities that you may be interested in using for your math courses are:

1.      Brainstorming
2.      Fix the Mistake Activity
3.      1-Minute Paper
4.      Brain Dump
5.      Warm-up Group Activities

[See the attached Active Learning Techniques handout for descriptions]

Some formal activities may include:

1.      Multiple Choice Test with written explanations for the choices made
2.      Research Paper
3.      Real-world Project
4.      Test/Homework with open-ended responses

By asking students to write in a math class, we are ensuring that they are really understanding the concepts at their core. We want them to feel confident in being able to explain their answers to someone who is less informed such as a classmate who was absent. Overall, the students seem to be engaged more fully and their understanding is now more evident than ever before.

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Recently, Karen and Rachel presented on Writing Intensive Math Courses at the New York State Mathematics Association of Two Year Colleges (NYSMATYC) Annual Conference. A PDF version of their presentation is attached for your interest. For details, contact Karen Wells (kwells@monroecc.edu <mailto:kwells@monroecc.edu> ) and Rachel Santiago (rsantiago@monroecc.edu <mailto:rsantiago@monroecc.edu> ).

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Note: This the fourth installment of a series of Trib articles written by members of the Writing Across the Curriculum steering committee. We’re calling this series All WRite: WAC in Practice, and the purpose is to showcase how faculty in different departments teach their courses as writing intensive.

If you are a WR-certified faculty member who would like to be featured in future series (Fall 2016, for example), please contact Amy Burtner, Interim Coordinator for WAC, at <mailto:aburtner@monroecc.edu> . We would love to highlight your teaching!

For more information about WR certification and the application process, see the WAC webpage, <https://www.monroecc.edu/depts/wac/?a-zindex

Amy Burtner
Writing Across the Curriculum
05/16/2016


Attachments:
icon ActiveLearningTechniques.pdf
icon WR MTH Presentation.pdf