Illuminating and Advancing the Path for Mathematical Writing Research (Advances in Library and Information Science)

Mathematical writing is essential for students' math learning, but it's often underutilized due to unclear guidelines. Mathematical writing is a mode of communication that provides teachers access to their students' thinking and, importantly, offers students an opportunity to deepen their mathematical understanding, engage in mathematical reasoning, and learn a fundamental way to communicate mathematically. The Elementary Mathematical Task Force identified four types of mathematical writing: exploratory, informative, argumentative, and mathematically creative. Mathematical writing is unique from other genres of writing because to write mathematically, one needs to integrate their mathematical content knowledge with general writing skills and writing skills specific to the mathematics discipline. Notably, one needs to be able to judiciously combine mathematical symbols, representations, and text. However, more research is needed to exemplify the qualities of mathematical writing, develop implementation methods, and support teachers. Illuminating and Advancing the Path for Mathematical Writing Research, is a necessary comprehensive resource designed to enhance mathematical writing and promote equitable learning. This research book provides a comprehensive understanding of the current state of mathematical writing and illuminates various perspectives on moving the teaching and learning of k-12 mathematical writing forward. There are three major sections for Illuminating and Advancing the Path for Mathematical Writing Research, with each part highlighting the existing research and identifying and prioritizing future research by realizing the significance of mathematical writing, engaging k-12 students in mathematical writing, and supporting educators with the implementation of mathematical writing. Mathematical writing is an important yet underutilized component of mathematical discourse, and this book offers further insight into understanding what it means to write mathematically for mathematics educators and researchers. It informs with research-based implementation strategies and creates purposeful professional learning opportunities. Ultimately, k-12 students will benefit from a more informed field because they will have access to a vital mode of mathematical reasoning and communication.

Tutita Casa - Contributing Author is an Associate Professor in the Neag School of Education at the University of Connecticut with expertise in elementary mathematics education. Her scholarship is focused on discourse, and she is a leading scholar in mathematical writing. She led the Elementary Mathematical Writing Task Force with support from the National Science Foundation to define this aspect of discourse and is dedicated to creating and testing the impact of materials and models to advance students' abilities to write mathematically.