Skip to Navigation Skip to UConn Search Skip to Content
UConn University of Connecticut school of University of Connecticut
Search University of Connecticut Search UConn
Site A-Z

UConn A-Z

Neag School of Education

Elementary Mathematics Writing Task Force

Search this Site
Elementary Mathematics Writing Task Force
  • Home
  • Meet the Members of the Elementary Mathematics Writing Task Force
  • Elementary Task Force Recommendations
  • Resources for Elementary Mathematical Writing
  • Home
  • Meet the Members of the Elementary Mathematics Writing Task Force
  • Elementary Task Force Recommendations
  • Resources for Elementary Mathematical Writing
logo
Download

About the Elementary Mathematical Writing Task Force

The Elementary Mathematical Writing Task Force was charged with proposing the types of and purposes for mathematical writing, which were unclear in the elementary grades.

The task force included practitioners and academics from the fields of mathematics education, mathematics, and writing education and who are knowledgeable about students who have special needs, are English language learners, and have been identified as gifted. The group also drew from some members’ experience developing assessments and authoring curriculum resources that attend to mathematical writing.

A Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders is a conference proposal funded by the National Science Foundation.

The Elementary Mathematical Writing Task Force

uconnlogo              nsf logo                saint-josephs-university

Check out our video in the STEM for all Video Showcase!

2016 STEM for ALL Video Showcase

Questions?

E-mail: tutita.casa@uconn.edu
This material is based on work supported by the National Science Foundation under Grant No. 1545908, Task Force on Conceptualizing Elementary Mathematical Writing: Implications for Mathematics Education Stakeholders. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
  • © University of Connecticut
  • Disclaimers, Privacy & Copyright
  • Accessibility
  • Webmaster Login
  • A-Z Index