The writing workshop approach could work in a math class even though at first it seems like it may not work. One example that stood out to me was having students work through a content related problem either as a team or individually accompanied by a writing exercise. This would include a written explanation of their solution, what they learned and what might still be challenging for them. This example from the text allows for ten to twenty minutes of writing time. Not only does this help students to reflect on their methods for solving content related problems, it gives plenty of opportunity for students to practice using academic language and to practice writing clearly. As a follow up to writing reflections of their methods for solving, I would have students trade papers to see if they can follow the directions of their classmates. This would make students be sure to write clearly and give specific directions. During the writing process, I can work with students who may be struggling readers and writers. I can have them verbally explain their methods to me and then go back and write it out. I think the process of verbally explaining will help students formulate their thoughts and the progression of their method before having to commit their words to paper. I do not know how often I might use this technique but it seems like a wonderful tool to use at various points during the school year.
Daniels, H., Zemelman, S., & Steineke, N. (2007). Content-Area Writing: Every Teacher’s Guide (pp. 1-111). Portsmouth, NH: Heinemann.