Exploring South African University students' ideas and experiences of mathematical writing

Abstract

This case study examined the kinds of mathematical writing South African university-level students during the corona virus lockdown. The study sought to answer the questions: (a) How did the students use and perceive their mathematical writing during their online learning? (b) How did the students' change their mathematical writing as their audience changed? The students first identified mathematical ideas in their everyday lives and record their own mathematical learning experiences. Then, they wrote to their teacher in one activity while on the other activity they were writing to their peers. The data were analysed using discourse theory, audience theory, and transactional distance theory. Data analysis focused on the structure and usage of language when responding to their mathematical writing assignments. The results of the study suggest that students engaged in different kinds of mathematical writing elements. Subjects made many writing choices when writing to a specific audience. As the audience changed, the syntax, diction, and tone of the writing changed. It is recommended that expanding the different kinds of audiences will improve the students’ mathematical writing. The lockdown assignment has been an effective tool for motivating the students to understand the content and the relevance of mathematics in their everyday lives, while improving their mathematical communication skills.