Write for Mathematics

"The strategies in Write for Mathematics helped my math students to not only write about mathematics but also to think about mathematics."
-Lynda Ann DeLuca, Teacher and Math Coach
Ann G. McGuinness Intermediate School, Endicott, NY

"The integration of writing and mathematics is powerful instruction. This book provides ready-to-use strategies that will result in effective math instruction, and, more importantly, students will enjoy math class again. This is an outstanding resource."
-Natalie R. Scavone, New Visions Teacher Education Preparation Instructor
Cayuga-Onondaga Board of Cooperative Educational Services, NY

Foster mathematical thinking and understanding by incorporating writing into your math instruction

Research shows that engaging students in writing about mathematics can improve a learner¿s overall math understanding. Addressing NCTM standards, Write for Mathematics, Second Edition, offers a wide range of practical writing strategies that can be used with students to deepen their understanding of key mathematical concepts.

The process of incorporating writing into mathematics instruction need not seem daunting. This step-by-step handbook provides:

• Ten specific writing strategies that foster mathematical thinking and understanding
• Clear directions for using each strategy with students
• Application of the strategies to target NCTM standards
• A wide variety of examples at all levels
• Strategies that can be used with any mathematics curriculum
• A generous collection of reproducibles

Students who write about mathematics develop deeper understandings, show increased interest in math, and reach higher achievement levels! Write for Mathematics, Second Edition, is an important resource for teachers who want to reach these goals.

Andrew Rothstein
Andrew Rothstein has had distinguished career as teacher, administrator, and researcher. His diverse and enriching experiences in international schools, special education, public schools and consulting have given him a broad perspective of the contexts in which children learn. As an author and presenter, he has achieved wide acclaim for his work in improving school performance by focusing on improving instruction and its supervision. His work in integrating many subject areas through writing has been highly effective in improving test scores in districts across the country. Dr. Rothstein earned a Masters Degree in Special Education from the University of North Carolina at Chapel Hill and a Doctorate in Educational Administration from New York University. As principal, Dr. Rothstein led site-based improvements that resulted in strong increases in student academic performance. While superintendent of a regional school serving children with severe physical disabilities and health impairments, Dr. Rothstein reorganized staff development, created new curricula, and integrated technology into the instructional program for children for children from pre-kindergarten through high school. Dr. Rothstein has been an adjunct professor at Southern Connecticut State University and Touro College.

Evelyn Rothstein has been an educational consultant specializing in teaching writing across the curriculum for the past twenty years. With a background in classroom teaching and a specialization in linguistics and language development, she has trained teachers and implemented her strategy-based Writing As Learning and Write for Mathematics programs in hundreds of schools and school districts throughout the United States. Dr. Rothstein is a graduate of the City University of New York and Teachers College, Columbia University with degrees in Education, Speech, Reading, and Psycholinguistics. She is the author of numerous books and articles, including Teaching Writing, Staying at the Top, Creative Writes, and Easy Writer. She is currently working on her next book, Grammar That Works, as co-author with her son Andrew Rothstein, as well as a series of children¿s books.

Dr. Gerald Lauber, currently Chief Operating Officer of the National Urban Alliance, previously served as superintendent in three New York State school districts, where he initiated programs to meet the needs of diverse student populations while stabilizing long-range fiscal plans. Under his administration, state-of-the-art computer assisted instructional programs, as well as innovative writing and mathematics programs were put into place. As President and CEO of Purewater Sciences and Melric Technologies he developed a corporate perspective on what schools must provide to prepare children for success in the workplace and the world in which they live. Dr. Lauber¿s writings have appeared in Electronic School, THE Journal, American School Boards Journal, New York Slate Education, Viewpoints, Newsday and other publications. Dr. Lauber co-authored Writing as Learning and Write for Mathematics and makes numerous presentations for school districts across the country. Dr. Lauber has an MA and MED in School Administration from Teachers College and an Ed.D. in Systems Administration from New York University.