Meanings and perceptions of undergraduate Mathematics students regarding written textual production as educational practice

This study sought to understand the meanings and perceptions of undergraduate Mathematics students regarding written text production during their education, relating them to the development of teacher identity and Mathematics teaching. Based on frameworks that discuss writing as a discursive and educational practice, a qualitative approach was adopted, with intentional sampling of students in the 1st and 7th semesters and data collection via an online questionnaire. Enunciations were examined through content analysis, revealing subcategories such as incentives and opportunities, confidence in expressing mathematical concepts, and challenges in appropriating written language. The lack of systematic writing practices in the curriculum and the need to incorporate it as a structuring dimension of initial education were identified.