Capitalize on this oral strength by incorporating the think-pair-share strategy more often into math lessons as a prelude to writing.Think-Pair-Share: Some students are reluctant to write at first and benefit from practice sharing thoughts with a partner and hearing that partner put thoughts into words.
Finally the teacher selects some students to share written responses with the class.
This process encourages students to get something down on paper and allows them some editing functions through the partner pairing.
Teachers might start with a prompt poster that students can use for reference when they don't know where to start.
Effective prompts use successful pre-writing strategies such as: Students then share their written responses with partners during which time students might elect to edit their own written response, choosing to replace certain words with better mathematical vocabulary, or add ideas and statements from their partner's writing.
Share:   Ask for student volunteers to share as you begin this process.
Later, you should call on non-volunteers to increase student accountability in this cooperative learning strategy.
Look for simple ways to incorporate short writings throughout daily lessons and longer writings over the course of weeks or math units.
Often students who have difficulty writing in math class have less difficulty telling the teacher what they think.
Writing well requires mastery of writing principles at a variety of different scales, from the sentence and paragraph scale (e.g., ordering information within sentences so content flows logically) to the section and paper scale (e.g., larger-scale structure).
To simplify teaching, you can begin the term with shorter assignments to address the smaller-scale issues so you can more easily focus on the larger-scale issues when you assign longer assignments later in the term.