Although writing in mathematics has been advocated in practitioner journals, policy documents, and various research, surveys of mathematics teachers between 1988 and 2008 in various English-speaking countries have reported relatively infrequent incorporation into mathematics lessons. Further, much of prior survey research has yielded only anecdotal evidence regarding the potential reasons why some teachers engage students more, or less, frequently in writing in mathematics. The present study provides a more current set of descriptive statistics regarding teachers’ reported frequencies for writing in mathematics. Additionally, exploratory correlation analysis yielded findings regarding potential relationships for such frequencies. Findings indicate that subscribing to and reading professional journals, as well as participation in professional development on mathematical argumentation have statistically significant relationships to particular kinds of writing assignments and activities.

中文翻译：

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数学写作：对 K-12 教师课堂报告频率的调查

尽管在从业者期刊、政策文件和各种研究中都提倡用数学写作，但 1988 年至 2008 年对不同英语国家的数学教师的调查报告称，相对较少地将其纳入数学课程。此外，许多先前的调查研究仅就一些教师或多或少地让学生参与数学写作的潜在原因产生了一些轶事证据。本研究提供了一套更现代的描述性统计数据，这些统计数据涉及教师报告的数学写作频率。此外，探索性相关分析得出了有关此类频率的潜在关系的发现。调查结果表明，订阅和阅读专业期刊，