I.

Reference Information
Bicer, A., Capraro, R. M., & Capraro, M. M. (2013). Integrating writing into mathematics
classroom to increase students problem solving skills. International Online
Journal of Educational Sciences, 5(2).
II. Summary of the Literature Review/Background
For decades, writing in mathematics classrooms has been studied and results have shown
that writing increases students problem solving skills. When students write in a
mathematic classroom, they are explaining their thought process by demonstrating what
they already know; which shows the teacher what the students understand. Previous
studies have shown that students who write to learn perform better as well as a have a
greater ability to interpret, compare, contrast, and infer information and in return their
thinking becomes more critical, organized, original, and insightful.
III. Research Question(s)/Purpose of the Research
The purpose of the present study was to reveal the role of the writing process as a
mediator of students problem solving skills (Bicer, Capraro & Capraro, 2013, p. 361).
IV. Research Design (IV)
96 middle grade students from an afterschool STEM program participated in the research
study and were randomly broken up into two groups. The first group incorporated the
writing process (interpreting information, creating story problems, solving each others
problems) into mathematical problem solving. The second group was the control and
those students used homework/high stakes test preparation (solved multiple choice test
items or completing homework) (Bicer et al., 2013, p. 365).
V. Performance Measurement (DV)
All students were given pre and post assessments that tested their writing skills and
mathematical problem solving. The problem solving was evaluated based on three
properties: cognitive complexity, problem generation, and correct answers (Bicer et al.,
2013, p. 365).
VI. Research Results
The writing group showed a growth in the areas of cognitive complexity and problem
generation while their growth in correct answer generation was less significant.
Compared to the control group, problems generated by the writing group were more
likely to be solvable. The control group slightly improved in cognitive complexity and
problem solving, but showed a significant growth in correct answer generation.
VII. Implications of the Research
Results from the pretest showed that both groups performed at similar levels so the test
groups were considered fair. The writing group had outperformed the homework/high
stakes group in cognitive complexity and problem generation. The problems generated by
the writing group were more likely to be solvable than the other group, but the correct
answer generation was greatest improved with the homework group.
VIII. Questions or Concerns Regarding the Reading
What are some sample questions/assignments that were given to each group? What level
of mathematics was involved, i.e. sixth, seventh, eighth, all? What were the standards
covered? How many students were ESL/ELL? Did all students come from the same
school?