Categorisation and analysis of explanatory writing in mathematics

The aim of this paper is to present a scheme for coding and categorising students’ written explanations of mathematical problem-solving activities. The scheme was used successfully within a study project carried out to determine whether student problem-solving behaviour could be positively affected by requiring the writing of explanatory strategies to mathematical problem-solving processes. The rationale for the study was the recognised importance of mathematical problem-solving, the widely acknowledged challenge of teaching problem-solving skills directly and the evidence in the literature that writing in mathematics provides a tool for learning. The study was carried out in a first-year mathematics course at the University of Cape Town, South Africa. Students’ written submissions were categorised and analysed through use of an adaptation of a journal entry classification scheme. The scheme successfully observed positive changes over the experimental period in students’ level of engagement with the mathematical material and with their stance towards knowledge.