Mathematics Writing in the Classroom: Perspectives and Practices of K–8 Mathematics Teachers

Mathematics writing (MW), writing about a mathematics concept with embedded numbers and visuals, is becoming more common in mathematics standards and high-stakes assessments. In response, research in MW has increased across the past decade. Yet more can be learned about how such research aligns with the priorities and practices of mathematics teachers. In this study, we interviewed 28 Kindergarten to Grade 8 mathematics teachers on their perspectives and practices in MW. Results indicated that teachers perceived MW as a valuable tool to support students’ mathematics knowledge. Most teachers included MW as part of their instruction, with an emphasis on informative MW and argumentative MW. Teachers’ instructional decisions varied based on classroom factors such as curriculum, mathematics content, and time restrictions. Based on the study results, we suggest researchers focus on (a) informative and argumentative MW, (b) configuration of MW tasks with curricula, standards, and assessments, and (c) differentiation within MW.