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Framing Our Understanding of Mathematical Writing
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Author(s): Tutita M. Casa (Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, USA), Fabiana Cardetti (Department of Mathematics, College of Liberal Arts and Sciences, University of Connecticut, USA)and Madelyn W. Colonnese (Reading and Elementary Education Department, Cato College of Education, University of North Carolina at Charlotte, USA)
Copyright: 2024
Pages: 14
Source title:
Illuminating and Advancing the Path for Mathematical Writing Research
Source Author(s)/Editor(s): Madelyn W. Colonnese (Reading and Elementary Education Department, Cato College of Education, University of North Carolina at Charlotte, USA), Tutita M. Casa (Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, USA)and Fabiana Cardetti (Department of Mathematics, College of Liberal Arts and Sciences, University of Connecticut, USA)
DOI: 10.4018/978-1-6684-6538-7.ch001
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Abstract
In this chapter, the authors situate mathematical writing within the context of discourse, define mathematical writing, describe the classroom environment that fosters mathematical writing, and share experiences engaging elementary students in mathematical writing. At their core, the types of mathematical writing are defined by the purposes for which students write in the mathematics classroom. The authors further describe the types of mathematical writing teachers prompt and are nurtured by the classroom environment. The insights shared draw from the authors' previous and current research endeavors, advancements in curriculum development, collaborations with mathematics coaches, and experiences teaching elementary students and supporting preservice and inservice teachers. They end the chapter by highlighting some directions for future research to expand our understanding of this crucial area in mathematics education.
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