Anna Teledahl, Cecilia Kilhamn, Linda Marie Ahl, Ola Helenius
{"title":"Defining and measuring quality in students’ mathematical writing: a systematic literature review","authors":"Anna Teledahl, Cecilia Kilhamn, Linda Marie Ahl, Ola Helenius","doi":"10.1007/s13394-024-00501-4","DOIUrl":null,"url":null,"abstract":"<p>Mathematical communication, encompassing writing in, about, and for mathematics, is a critical competency. Defining excellent mathematical writing standards, however, remains challenging. To address this, we conducted a systematic review of 48 scholarly works on quality in mathematical writing. Our findings reveal mathematical writing for different purposes under scrutiny, including general mathematical writing, proof writing, reflective writing, expository writing, and descriptive writing during problem solving. To assess quality, researchers explore a variety of facets, such as syntax and semantics. Progression pathways vary, with both quantitative and qualitative evaluations—analysing text structure, writing style, and the use of different semiotic elements. It seems that in mathematics education, a consensus on quality measurement remains elusive. Proof writing is a notable exception. Among reviewed articles examining proof writing, a common set of standards emerges and provides valuable guidance. We propose that mathematical writing, perhaps especially in the context of reporting solutions in problem solving, can draw from proof writing standards. ‘Good’ mathematical writing would then require students to focus on (1) defining assumptions and assigning variables; (2) producing a coherent narrative, including relevant calculations (semantic issues); (3) using correct language, representations, and mathematical symbols (syntax issues); and (4) attending to what is appropriate in the context.</p>","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13394-024-00501-4","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Mathematical communication, encompassing writing in, about, and for mathematics, is a critical competency. Defining excellent mathematical writing standards, however, remains challenging. To address this, we conducted a systematic review of 48 scholarly works on quality in mathematical writing. Our findings reveal mathematical writing for different purposes under scrutiny, including general mathematical writing, proof writing, reflective writing, expository writing, and descriptive writing during problem solving. To assess quality, researchers explore a variety of facets, such as syntax and semantics. Progression pathways vary, with both quantitative and qualitative evaluations—analysing text structure, writing style, and the use of different semiotic elements. It seems that in mathematics education, a consensus on quality measurement remains elusive. Proof writing is a notable exception. Among reviewed articles examining proof writing, a common set of standards emerges and provides valuable guidance. We propose that mathematical writing, perhaps especially in the context of reporting solutions in problem solving, can draw from proof writing standards. ‘Good’ mathematical writing would then require students to focus on (1) defining assumptions and assigning variables; (2) producing a coherent narrative, including relevant calculations (semantic issues); (3) using correct language, representations, and mathematical symbols (syntax issues); and (4) attending to what is appropriate in the context.
期刊介绍:
The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community. The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education. The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region. The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region. The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.