TY - JOUR

T1 - Influence of writing ability and computation skill on mathematics writing

AU - Powell, Sarah R.

AU - Hebert, Michael A.

N1 - Funding Information:
This research was supported by the Scholarly Enhancement Program at the University of Nebraska?Lincoln and funds from the University of Texas at Austin. We specifically thank Sally Fluhler, Mallory Johnsen, and Julia Roehling for assistance with data collection and scoring. We also extend thanks to the teachers and students who participated in this project. Statements do not reflect the position or policy of the university, schools, or persons, and no official endorsement should be inferred. Sarah R. Powell is an assistant professor in the Department of Special Education, University of Texas at Austin; Michael A. Hebert is an assistant professor in the Department of Special Education and Communication Disorders, University of Nebraska?Lincoln. Correspondence concerning this article should be addressed to Sarah R. Powell, 1 University Station D5300, Austin, TX 78712; e-mail: srpowell@austin.utexas.edu.

PY - 2016

Y1 - 2016

N2 - Mathematics standards expect students to communicate about mathematics using oral and written methods, and some high-stakes assessments ask students to answermathematics questions by writing. Assumptions about mathematics communication via writing include (a) students possess writing skill, (b) students can transfer this writing skill to mathematics writing, and (c) mathematics writing is representative of a mathematics knowledge. We conducted a study in which we investigated the connections among general writing ability, mathematics computation skill, andmathematics writing. With 155 fourth-grade students in two regions of the United States, we administered a measure of essay writing, a measure of mathematics computation skill, and two mathematics-writing prompts. Results indicatemoderate correlations among general writing ability, computation skill, and mathematics writing. Additionally, general writing ability and computation skill are significantly related to mathematics-writing outcomes.

AB - Mathematics standards expect students to communicate about mathematics using oral and written methods, and some high-stakes assessments ask students to answermathematics questions by writing. Assumptions about mathematics communication via writing include (a) students possess writing skill, (b) students can transfer this writing skill to mathematics writing, and (c) mathematics writing is representative of a mathematics knowledge. We conducted a study in which we investigated the connections among general writing ability, mathematics computation skill, andmathematics writing. With 155 fourth-grade students in two regions of the United States, we administered a measure of essay writing, a measure of mathematics computation skill, and two mathematics-writing prompts. Results indicatemoderate correlations among general writing ability, computation skill, and mathematics writing. Additionally, general writing ability and computation skill are significantly related to mathematics-writing outcomes.

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U2 - 10.1086/688887

DO - 10.1086/688887

M3 - Article

AN - SCOPUS:85005963625

VL - 117

SP - 310

EP - 335

JO - Elementary School Journal

JF - Elementary School Journal

SN - 0013-5984

IS - 2

ER -