Writing is one of the parts of language that young mathematicians are developing along with their reading, talking, and listening skills. For many students what they know about mathematics may exceed their ability to communicate it through the written word.
Children learn to write by writing. Writing needs to be original thought, not just copying something that someone else wrote. Therefore, it is imperative that opportunities are provided often for young children to engage in writing about mathematics. For the teacher, providing an environment that is rich in mathematical language is a priority.
The following four learning station/center ideas can be first discussed in the classroom in a large group or small group setting before rotating out to an independent learning center. Facilitation notes are provided below for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. Most of the masters have been made so they can be easily used in The Mathematician’s Notebook.
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