RECOMMENDATIONS

The purpose of this study was to determine how the use of writing tasks supports learners’ mathematical problem-solving strategies. The various writing tasks of Burns (1995a) and Wilcox and Monroe (2011) were used as a writing intervention. The writing tasks were modelled to the learners and implemented in the selected Grade 3 class.

As described earlier in this chapter, there was a distinct difference in the strategies and explanations learners used in the pre-test and the post-test of this study. Learners used “writing to solve mathematical problems” in the post-test without being instructed to do so. Their detailed use of writing allowed them to explain their strategies better during the second interview. This improvement suggests that the use of writing tasks increases learners’ ability to describe the thinking behind their solution processes when they engaged in mathematical problem-solving in this study. The use of writing provided the environment for learners to engage with the teacher and peers more openly and critically. They were actively encouraged to reflect on their thinking in order to explain it to others. In addressing two of the research sub-questions of this study, learners improved in their ability to solve and explain mathematical problems which demonstrated the development of their conceptual knowledge.

Writing in mathematics is an essential part of the curriculum in Foundation Phase in South Africa. This study showed the benefits of the use of writing when learners engage in mathematical problem-solving. Although this study used writing tasks initially implemented in the United States, this study proved the usefulness of such tasks in the South African Foundation Phase classroom. Further research is necessary which deals with the use of writing beyond the scope of mathematical problem-solving. Based on the results of this study, it would be fair to assume that other areas of knowledge and skills could benefit from the implementation of writing in the mathematics classroom. Further research needs to be done in the higher grades when learners engage with increasingly complex mathematical concepts.

Previous international research has been conducted where writing explanations in mathematics were part of the content courses for preservice teachers (McCormick, 2010). Research showed it was beneficial to improving conceptual understanding in mathematical problem-solving and developing writing practices. Teachers should model good writing practices by explaining and justifying the solutions for the mathematical problems they encounter. A study conducted by Craig (2011) researched the use of writing as a tool in a first-year university course in South Africa. This study did not rely on pre-service teachers as its sample, unlike the international studies referred to earlier. Similar research should be conducted in education faculties of universities in the South African context so that pre- service teachers are given the knowledge and tools to implement writing in mathematics in their classrooms in future. In this way, mathematics teachers can be equipped to model and implement writing to support learners’ mathematical problem-solving abilities. They would be

prepared to deal with any challenges learners may encounter while implementing the writing tasks.

5.8 CONCLUSION

The purpose of this research study was to determine how various types of writing tasks support Grade 3 learners’ mathematical problem-solving ability. The writing tasks included writing to solve mathematical problems, writing to record (keeping a journal or log), writing to explain, writing about thinking and learning processes (Burns, 1995a) and shared writing (Wilcox & Monroe, 2011). A sample of eight learners was selected and interviewed regarding their strategies in the pre-test and the post-test. Learners’ written pieces produced during the writing intervention, field notes and audio-recordings of ability group discussions formed part of the analysis for this study.

The CAPS Mathematics curriculum for Foundation Phase states that learners should be writing in the mathematics class. This study revealed that writing in mathematics is beneficial to the area of problem-solving within mathematics in accordance with the prescribed curriculum. The writing tasks supported learners in their problem-solving strategies: learners were using more advanced strategies by the end of the data collection period. Selected learners were able to provide better verbal and written explanations of their solutions.

This study showed that two of the writing tasks, namely writing to solve mathematical problems and writing to explain, were valuable tasks that developed the learners’ ability to explain their thinking. These two writing tasks should be considered as primary tasks in the mathematics curriculum while the other writing tasks may be secondary. The secondary writing tasks include writing to record (keeping a journal or log), writing about thinking and learning processes and shared writing. These writing tasks did not prove as useful to the sample of learners in this study.

This study concludes that learners who engage in writing in mathematics may be able to reflect critically on their thinking when they construct mathematical knowledge and skills that are essential in the problem-solving process. Teachers, both in-service and preservice, may be encouraged by this study to incorporate writing into their daily mathematics lessons. This incorporation of writing supports learners when they apply mathematical knowledge to problem-solving.