Understanding the Affects of Audience on Mathemtaical Writing

Abstract

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.

Influence of Writing Ability and Computation Skill on Mathematics Writing

“…In a slightly different way, Seo (2009) worked with 13 high school students, and the students completed four mathematics-writing prompts. Two prompts were introduced in English class and two in mathematics class.…”

“…Two prompts were introduced in English class and two in mathematics class. Seo (2009) learned that students responded with writing differently based on whether the audience was the English or mathematics teacher. For the mathematics teacher, students used equations and fewer written words.…”

First Year University Students` Use of Words, Symbols and Images to Convey Mathematical Ideas: A Case of Definitions

“…Martinez and Dominguez (2018) claim that when teachers encourage their students to write in mathematics, they can better understand how those students think mathematically, identify any misconceptions they may have, and assess their own teaching methods. Writing is a means of communicating and of developing mathematical understanding as well as a means of negotiating mathematical context and language to create mathematical knowledge (Kuzzle, 2013;Seo, 2009). Researchers contend that writing in mathematics results in improved dialogue between students and teachers, which in turn result in students' omissions and misconceptions communicated more clearly and critical thinking, understanding and problem solving improved (McMillan, 2017;Weinhuber et al, 2019).…”

Mathematical Writing: What Is It and How Do We Teach It?

“…Mathematical writing is multi-dimensional, taking on more than one form [3,4,12]. While there is no steadfast definition of mathematical writing [7], we can view it as a thematic condensation of terms, symbols, and images to convey mathematical knowledge and meaning.…”

“…They even change their writing styles according to their audience, even if the writing topic is mathematical. For example, when explaining mathematical processes, secondary-level students will use words and mathematical symbols in an English class, but in a mathematics class, their writing will comprise primarily of symbols, using a minimal number of words [12]. Also, students will provide more details to an English teacher, perhaps because they perceive the English teacher as not knowing as much about mathematics [13].…”