Abstract The benefits of content writing are widely recognized, yet there are still few studies that evaluate the benefits and challenges of mathematical writing (MW) for students. The National Council of Teachers of Mathematics and the Common Core State Standards for Mathematics have an emphasis on written communication of mathematical reasoning as an integral part of curriculum, peer-reviewed publications on this topic are lacking. This study evaluates the effects of self-regulated strategy development (SRSD) intervention on sixth-grade students’ MW. Findings indicate that the intervention had significant impact on MW outcomes. Additionally, the five predictors assessed prior to the intervention accounted for approximately 73.6% of variance in MW quality. Implications for the field and future research are discussed.

中文翻译：

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数学写作干预对中学生成绩的影响

摘要 内容写作的好处已被广泛认可，但仍然很少有研究评估数学写作（MW）对学生的好处和挑战。国家数学教师委员会和数学共同核心国家标准强调数学推理的书面交流作为课程的一个组成部分，缺乏关于该主题的同行评审出版物。本研究评估自我调节策略发展 (SRSD) 干预对六年级学生 MW 的影响。结果表明，干预对 MW 结果有显着影响。此外，干预前评估的五个预测因子约占 MW 质量差异的 73.6%。讨论了对该领域和未来研究的影响。