Writing in mathematics lessons in Sweden

Abstract

Previous research has shown benefits for both the students and the teachers in letting students write in different ways in mathematics. Consequently, communicating their understanding is emphasised in the current Swedish curriculum. In this paper, Swedish students’ perceptions are examined of their writing during mathematics lessons and their assumptions about the purpose of keeping notes. The results come from a questionnaire answered by 136 randomly selected students in Years 3, 4 and 5 and show that writing is not extensively used during mathematics lessons with calculations being the dominant kind of writing. As well, half of the students considered their notes to be worthless.