The development of instructional guidelines for elementary mathematical writing

2020 ◽  
Vol 120 (3) ◽  
Author(s):  
Julie Bacak ◽  
Madelyn Colonnese
Keyword(s):  
Mathematical Writing

Beyond templates 2: exploring students’ approaches to learning on a mathematical writing course

2010 ◽  
Vol 10 (2) ◽  
pp. 10-13 ◽  
Author(s):  
Teresa McConlogue ◽  
Sally Mitchell ◽  
Franco Vivaldi
Keyword(s):  
Approaches To Learning ◽  
Mathematical Writing ◽  
Writing Course

Curious Beginnings

2016 ◽  
Author(s):  
Joseph Mazur
Keyword(s):  
Historical Event ◽  
Mathematical Notation ◽  
Human Language ◽  
Mathematical Writing ◽  
Finite Set ◽  
And Algebra ◽  
Simple Equations ◽  
Infinite Set

This chapter traces the beginnings of mathematical notation. For tens of thousands of years, humans had been leaving signification marks in their surroundings, gouges on trees, footprints in hard mud, scratches in skin, and even pigments on rocks. A simple mark can represent a thought, indicate a plan, or record a historical event. Yet the most significant thing about human language and writing is that speakers and writers can produce a virtually infinite set of sounds, declarations, notions, and ideas from a finite set of marks and characters. The chapter discusses the emergence of the alphabet, counting, and mathematical writing. It also considers the discovery of traces of Sumerian number writing on clay tablets in caves from Europe to Asia, the use of Egyptian hieroglyphics, and algebra problems in the Rhind (or Ahmes) papyrus that presented simple equations without any symbols other than those used to indicate numbers.

Mathematical Writing Errors in Expository Writings of College Mathematics Students

2017 ◽  
Vol 6 (3) ◽  
pp. 233
Author(s):  
Ive K. Guce
Keyword(s):  
College Of Education ◽  
Mathematics Students ◽  
Student Activities ◽  
Arts And Sciences ◽  
Mathematical Writing ◽  
Mathematical Symbols ◽  
Learning Mathematics ◽  
Language Courses ◽  
Writing Errors ◽  
Advanced Calculus

<p>Despite the efforts to confirm the effectiveness of writing in learning mathematics, analysis on common errors in mathematical writings has not received sufficient attention. This study aimed to provide an account of the students’ procedural explanations in terms of their commonly committed errors in mathematical writing. Nine errors in mathematical writing were pre-defined namely, misuse of mathematical terms, misuse of mathematical symbols, incorrect notation, incorrect grammar, incorrect capitalization, no or incorrect punctuation, vague term, incorrect term, and lack of term or phrase. This study used qualitative method of research to keep a record of errors in mathematical writing. Conducted in the College of Education Arts and Sciences of De La Salle Lipa, the study involved twelve BS Mathematics students enrolled in Advanced Calculus 1 class as respondents. Results revealed that the most committed errors done in mathematical writing are incorrect grammar and misuse of mathematical symbols. Certainly, intervention programs on mathematics writing will bring favorable outcomes. Language courses in the students’ curriculum which tackle proper grammar usage may be integrated with writing about mathematics as part of the student activities. Such will provide the students with writing experiences fitted to their discipline.</p><p> </p>

Profile of mathematical writing communication skills with the open-ended approach

2020 ◽  
Author(s):  
Syaiful Hamzah Nasution ◽  
Hendro Permadi ◽  
Leoni Saraswati ◽  
Susy Kuspambudi
Keyword(s):  
Communication Skills ◽  
Mathematical Writing

scholarly journals Mathematical writing ability based on Stacie Lefler’s theory

2019 ◽  
Vol 1321 ◽  
pp. 032117
Author(s):  
R H Parastuti ◽  
B Usodo ◽  
S Subanti
Keyword(s):  
Writing Ability ◽  
Mathematical Writing

Euclidization in the Almagestum parvum

2015 ◽  
Vol 20 (1) ◽  
pp. 48-76 ◽  
Author(s):  
Henry Zepeda
Keyword(s):  
Middle Ages ◽  
Mathematical Writing ◽  
The Middle Ages

The Almagestum parvum, a summary of Ptolemy’s Almagest written around the year 1200, provided a new stylistic framework for the content of the Almagest’s first six books. The author of the Almagestum parvum used a narrower range of types of mathematical writing and supplied his work with principles, which were listed at the beginning of each book and which were followed by propositions and demonstrations. Specific values were to a large extent replaced by general quantities, which would stand for a class of particulars. These and similar changes in the Almagestum parvum reveal the author’s concern with reshaping astronomy into a discipline in the mold of Euclid’s Elements, which emphasized the generality of propositions and proofs and connected Ptolemaic astronomy to the “mathematical toolbox” available in the Middle Ages. The Almagestum parvum was an influential part of a larger trend of understanding Ptolemaic astronomy in a non-Ptolemaic style.


Emergence of argument in children’s mathematical writing

2017 ◽  
Vol 19 (1) ◽  
pp. 82-106 ◽  
Author(s):  
Karl W Kosko ◽  
Belinda S Zimmerman
Keyword(s):  
Mathematical Practice ◽  
Careful Analysis ◽  
State Standards ◽  
Elementary Grades ◽  
Argumentation Scheme ◽  
Mathematical Argumentation ◽  
Mathematical Writing ◽  
Statistical Correlations ◽  
Grade Levels ◽  
Mathematical Explanations

Recent educational policy documents have encouraged engaging students in mathematical argumentation via discussion and writing. Most recently in the U.S., the Common Core State Standards recommend that children construct viable arguments and critique the reasoning of others. One often advocated means of engaging students in this mathematical practice is mathematical writing. This requires students to develop mathematical writing that demonstrates careful analysis, a command of sequence, and a level of detail considered fundamental for constructing effective argumentative, persuasive and informative mathematical explanations. However, there is currently little to no research examining how mathematical writing develops in elementary grades. The present study examined K-3 students’ mathematical writing using modified Piagetian tasks. Incorporating elements of Toulmin’s argumentation scheme, a set of classifications for mathematical writing emerged from K-3 student samples. Further, these classifications are sequential, with strong statistical correlations associated with children’s grade levels. The findings indicate a potentially useful set of classification schemes for identifying children’s writing and examining how such writing develops in early grades.

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