Mathematics Writing: Connections to General Writing, Mathematics Vocabulary, Computation, and Word-Problem Solving

Abstract

Mathematics writing can be challenging for students experiencing mathematics difficulty (MD). Research has connected general writing, mathematics vocabulary, computation, and word-problem solving as potential factors influencing the mathematics-writing performance of students with MD, but limited research has examined the exact relation between these factors and mathematics writing. In this study, we examined (a) the correlation between mathematics writing and general writing, mathematics vocabulary, computation, and word-problem solving; and (b) the predictive power of general writing, mathematics vocabulary, computation, and word-problem solving on mathematics writing. Mathematics writing correlated with each factor with moderate correlations for computation and word-problem solving. Each factor also explained unique and significant variance in mathematics writing, with computation and word-problem solving accounting for the largest percentage of the variance. The results demonstrate a strong influence of computation and word-problem solving on mathematics writing. Therefore, it may be beneficial to consider emphasizing mathematics content with mathematics-writing instruction.