There have been universal endorsements of the benefits of writing as an effective medium of communicating mathematically. Writing and learning are seen as isomorphic to each other and writing can facilitate the comprehension of mathematical thinking through intrapersonal communication. Through a short writing intervention, this study investigates students’ perceptions on the use of writing in the mathematics classroom and explores the impact of writing on students’ affective domains of self-confidence and enjoyment levels in mathematics. A mixed-methods approach was employed using a pre-test, intervention, post-test design for the study. Quantitative data were collected through a questionnaire adapted from the Attitudes Towards Mathematics Inventory ( Tapia & Marsh, 2004), which was administered before and after the intervention. An analysis of the quantitative data revealed a significant increase in students’ mean scores for both enjoyment and self-confidence. Qualitative data collected in the form of students’ reflections of the writing intervention indicated that, overall, students had a positive perception of writing as a means of communicating in the mathematics classroom.

中文翻译：

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学生对数学写作的看法及其对他们的乐趣和自信的影响

写作作为一种有效的数学交流媒介的好处已得到普遍认可。写作和学习被视为彼此同构，写作可以通过人际交流促进对数学思维的理解。通过一个简短的写作干预，本研究调查了学生对数学课堂上写作使用的看法，并探讨了写作对学生在数学中的自信和享受水平等情感领域的影响。本研究采用混合方法，采用前测、干预、后测设计。定量数据是通过改编自对数学清单的态度 (Tapia & Marsh, 2004) 的问卷收集的，该问卷在干预前后进行管理。对定量数据的分析显示，学生在享受和自信方面的平均分数显着提高。以学生对写作干预的反思形式收集的定性数据表明，总体而言，学生对写作作为数学课堂上的一种交流方式有积极的看法。