Supporting Preservice Teachers in Learning About Mathematical Writing: A Practice-Based Approach
ORCID
Bondurant: https://orcid.org/0000-0001-8069-2382; Colonnese: https://orcid.org/0009-0009-5526-0604
MSU Affiliation
College of Education; Department of Teacher Education and Leadership
Creation Date
2026-10-01
Abstract
Despite extensive research documenting the cognitive and communicative benefits of mathematical writing (MW), it remains underutilized in secondary mathematics classrooms. One contributing factor may be that preservice secondary mathematics teachers (PSTs) have limited experience with MW and limited opportunities to analyze how and why MW can support mathematical reasoning. This study engaged 10 PST in reading about, engaging in, and observing MW. We explore PSTs’ perceptions of the effectiveness of each activity in supporting their learning about MW. Data sources included PSTs’ ratings and written reflections. While most PSTs perceived reading about MW as effective for learning about the types of MW, they only considered it fairly effective for learning about the purposes and how to teach MW. Most PSTs rated engaging in and observing MW as very effective for learning about the types, purposes, and how to teach MW. PSTs evaluated the three activities in terms of their affordances and constraints for student learning, personal learning preferences and experiences, and applications to classroom teaching. Findings suggest that although structured opportunities to decompose MW can deepen PSTs’ understanding of MW, developing the pedagogical knowledge needed to facilitate MW may require more sustained, scaffolded, and differentiated instructional experiences.
Keywords
mathematical writing, mathematics teacher education, pre-service teachers
Publication Date
Fall 9-30-2026
Publication Title
Investigations in Mathematics Learning
Publisher
Taylor and Francis; Routledge
First Page
1
Last Page
22
Recommended Citation
Bondurant, L., & Williams Colonnese, M. (2026). Supporting Preservice Teachers in Learning About Mathematical Writing: A Practice-Based Approach. Investigations in Mathematics Learning, 1–22. https://doi.org/10.1080/19477503.2026.2739609
