WORDS AND SYMBOLS: ENHANCING MATHEMATICAL UNDERSTANDING THROUGH WRITING

Abstract

This article explores the critical connection between written expression and the understanding and articulation of mathematical concepts among first-year mathematics students, particularly those aspiring to be educators. It argues that writing is not just a supplementary tool, but a cornerstone of mathematical literacy. The investigation unravels the challenges students face in blending linguistic proficiency with mathematical writing, examining the impact on their mathematical understanding and performance.

A key finding is that students' written communication abilities directly correlate with their ability to grasp and convey sophisticated mathematical ideas. Through case studies and examples, the article sheds light on the struggles first-year students face in mathematical writing, attributing these challenges not only to their mathematical comprehension but also to their limited engagement with essential linguistic tools for effective communication. This diagnosis emphasizes the need for a pedagogical shift that integrates linguistic skills into the mathematics curriculum.

Strengthening linguistic competencies within the curriculum is crucial for enhancing students' mathematical understanding and academic success, potentially reducing attrition rates from mathematics programs.