This study examined changes in students probabilistic thinking and writing during instruction emphasizing writing to learn experiences. A class of fifth grade students with no previous experiences in writing during mathematics made significant gains in probability reasoning and writing; however the correlation between probabilistic thinking and writing was not significant. Analysis of focus students revealed that their writing changed from narrative summaries to reasoned patterns and generalizations. However, some used invented representations without interpretation and were reluctant to write in mathematical contexts.
- Prof Dev