Integrating writing into mathematics classroom to increase students’ problem solving skills

Middle school students lack efficient problem solving skills due to several factors. The writing process has been linked to the development of students' problem solving skills. The present study investigated the impact of the writing process on the mathematical problem solving skills for middle grades students. N = 96 students participated in a six weeks, after school STEM program, and they were randomly assigned into two groups: one focused on the writing process with mathematical problem solving and the other on homework/high stakes test preparation with mathematical problem solving. In this quantitative study, the results provide evidence that the students from the writing process group were more likely to generate and apply better problem solving skills as compared to the control group. This study further contributes to the support and importance of integrating different subjects across the generalized learning realm.

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Problem solving ,

writing process ,

metacognition ,