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SynopsisNational Council of Teachers of Mathematics (NCTM) recommends that students be able to communicate mathematics, using correct and appropriate language, by eighth grade [8]. Mathematics teachers at all levels agree that they have the responsibility to teach their students content-specific writing, but many feel that they don't have the tools to do this work. This article offers a foundation and methodologies for different writing assignments that can be used in mathematics classes.

This study formally explored how high school students addressed audience when they wrote mathematically. Student explicated the solving of a mathematics problem to their mathematics teacher and their English teacher. This study showed that students did change the style and language of their mathematical writing as their audience changed. It adds knowledge and support to current ideas of teacher presentation during routine daily instruction. Also included are implications this information may have on mathematics education.

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