In the introduction the authors identify two very interesting aspects of the writing/thinking processes that students utilize in the classroom. They discuss how they will incorporate or think about these processes throughout the boook:

Writing and the cognitive domain of mathematical learning- Writing to help the development of mathematical understanding and making the learning process evident to enable students to understand the learning process better.

Writing and the affective domain of mathematics learning- Use expressive writing to express attitudes, motivate, to identify and deal with learning stress, to provide catharsis, for negative behavior and experiences, and celebrate successes. (I put the last one in bold because I feel our goal is to lessen the first points and provide more opportunity for the latter.)
"Any change, of course, will have it's critics. Opponents insist that writing and mathematics are somehow mutually exclusive; that a writing assignment cannot, by definition, also be a mathematics assignment; that time spent writing in a mathematics course or lesson is time robbed from the study of "real" mathematics." (pg. 1)

Reading and Writing to Learn Mathematics: A Guide and A Resource Bookby Joseph G. R. Martinez and Nancy C. Martinez

Allyn and Bacon, 2001

The premise of the book is to promote writing as a way of developing writing as a learning tool in the mathematics classroom. It uses an easy to understand design: discuss the topic, provide examples, and provide writing activities to go along with the topics. There are units that organize the different types of writing activities that the authors value: writing and reading mathematics, reading and writing math stories, reading and writing about mathematics, reading the newspaper as a mathematics text, math news (writing personal and private math journalism), and assessing mathematics learning with reading and writing assignments. The authors provide an appendix of adaptations for students with special needs, books and suggested readings, and blackline masters to get started.

In the introduction the authors identify two very interesting aspects of the writing/thinking processes that students utilize in the classroom. They discuss how they will incorporate or think about these processes throughout the boook:

the cognitive domainof mathematical learning- Writing to help the development of mathematical understanding and making the learning process evident to enable students to understand the learning process better.affective domainof mathematics learning- Use expressive writing to express attitudes, motivate, to identify and deal with learning stress, to provide catharsis, for negative behavior and experiences, andcelebrate successes. (I put the last one in bold because I feel our goal is to lessen the first points and provide more opportunity for the latter.)"Any change, of course, will have it's critics. Opponents insist that writing and mathematics are somehow mutually exclusive; that a writing assignment cannot, by definition, also be a mathematics assignment; that time spent writing in a mathematics course or lesson is time robbed from the study of "real" mathematics." (pg. 1)