Writing is an important aspect of the educational process in most disciplines. The power of writing as an instrument m the mathematics curnculum was realized during the 1980s as a part of the writing-across-the-curriculum movement. This interest in writing as an important learning tool is regaining popularity as reform efforts in mathematics education call for experiences “that encourage and enable students to value mathematics, gain confidence in their own mathematical ability, become mathematical problem solvers, communicate mathematically, and reason mathematically” (NCTM 1989, 123).
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Dalid K. Pugalee (1997) studied this question.