Exploring how writing-to-learn in a mathematics methods course influences preservice teachers’ beliefs

• Tye G. Campbell ^[1] ; Tracey Hodges ^[3] ; Sheunghyun Yeo ^[2] ; Erin Rich ^[4] ; Kaleigh Pate ^[4]
  1. [1] Utah State University

     Utah State University

     Estados Unidos

     
  2. [2] Daegu National University of Education

     Daegu National University of Education

     Corea del Sur

     
  3. [3] The Empowering Advocate LLC, Rockdale, TX, USA
  4. [4] Department of Curriculum & Instruction, The University of Alabama, Tuscaloosa, AL, USA

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• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 56, Nº. 2, 2025, págs. 231-257
• Idioma: inglés
• DOI: 10.1080/0020739X.2023.2212278
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  • Despite research demonstrating positive effects of writing on student achievement, writing-to-learn remains under-utilised in mathematics and mathematics teacher education. In this paper, we explore how writing-to-learn tasks in a mathematics methods course influenced elementary preservice teachers’ beliefs about teaching in two domains: mathematics and writing. Preservice teachers engaged in weekly writing-to-learn tasks designed to support their understanding of mathematics content and mathematics pedagogy over the course of a semester. Using survey data, we found no significant difference in their beliefs from pre to post. Such null findings led us to ask new qualitative questions, resulting in a concurrent mixed methods design. Through qualitative analyses of student writing, we found several meaningful and non-meaningful practices for engaging in writing-to-learn tasks. This research supports teacher educators, teachers, and researchers to understand how to implement writing-to-learn tasks and to support students towards meaningful engagement in the tasks.