Noticing an increase in math teachers enrolled in her writing across the curriculum course, Benita Dillard, assistant professor in the Department of Teacher Education, seized the opportunity to develop a research project to assist these teachers.
Dillard, who enlisted the help of her colleagues, Beth Pendergraft and Rebecca Harper, said, “We are teaching mathematics teachers how to infuse writing and writing strategies into their mathematics curriculum in the era area of the Common Core Georgia Performance Standards.” The trio began working with nine math teachers at Lakeside Middle School in October.
According to the Georgia Department of Education, the common core standards, which has been adopted by more than 44 states and two territories, provides a consistent framework to prepare students for success in college and/or the 21st century workplace. Based on these standards, all courses must infuse writing into their curriculum.
In 2015, the state of Georgia will implement the Partnership for Assessment of Readiness for College and Careers, a new standardized test that will require students to articulate how they solve math problems, stated Dillard.
“We instruct the teachers on the process of double entry journaling for students. This process has an impact on the teachers’ pedagogy and on their students’ comprehension and vocabulary,” she said.
According to Dillard, in double entry journaling the student solves the problem on one side of the page, and on the other side of the page, the student explains in steps how the problem was solved.
In January, the professors also will begin the research project with 11 teachers at Cross Creek High School.