Mathematics Writing Across Tasks and Learners: Informative and Creative Writing of Chinese Students With Mathematics and Reading Difficulties

Mathematics writing is increasingly recognized as an important component of mathematical competence. However, research on mathematics writing remains limited, with most studies focusing on informative writing and its relation to mathematical knowledge. The present study adopted an aptitude–treatment interaction perspective to examine mathematics writing from both task and learner perspectives. A total of 197 fourth-grade students in China completed two mathematics writing tasks representing two common genres: informative and creative writing. Students were classified into four groups: mathematics difficulties (MD; n = 20), reading difficulties (RD; n = 27), comorbid mathematics and reading difficulties (MDRD; n = 24), and typically developing peers (TD; n = 126). Results showed persistent organizational difficulties across tasks and limited articulation of mathematical reasoning in informative writing. In addition, compared to peers with MD, students with RD demonstrated greater challenges in vocabulary, organization, and content in creative mathematics writing.