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Mathematics-Writing Performance of Students Experiencing Mathematics Difficulties in China.

Xiaonan Han1, Xin Lin1

  • 1University of Macau, Taipa, China.

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|December 1, 2025
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Summary

Students with mathematics difficulties (MDs) struggle with mathematics writing (MW) compared to peers. While general writing is similar across groups, MDs show deficits in MW structure, vocabulary, and sentence construction.

Keywords:
Chinamathematics difficultymathematics writingprimary school

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Area of Science:

  • Educational Psychology
  • Mathematics Education
  • Writing Studies

Background:

  • Mathematics difficulties (MDs) significantly impact academic performance.
  • Effective mathematics writing (MW) is crucial for conceptual understanding.
  • Limited research exists on MW performance in diverse student populations.

Purpose of the Study:

  • To investigate the mathematics-writing (MW) performance of students with mathematics difficulties (MDs) in China.
  • To compare MW performance between students with MDs, typically developing (TD) students, and high-performing (HP) students.
  • To identify specific challenges faced by students with MDs in MW.

Main Methods:

  • Comparative analysis of sixth-grade students (n=138) in China.
  • Assessment of mathematics writing (MW) and general writing performance.
  • Categorization of students into mathematics ability groups: MDs, TD, and HP.

Main Results:

  • MW performance showed a clear hierarchy: HP > TD > MD, while general writing was comparable across groups.
  • All groups struggled with structuring ideas effectively in MW, unlike in general writing.
  • Students with MDs exhibited less use of technical math vocabulary/symbols and more sentence/punctuation errors in MW.

Conclusions:

  • Mathematics ability level is a significant predictor of mathematics writing performance.
  • Students with MDs require targeted interventions to improve their MW skills.
  • Educational strategies should address structural, linguistic, and symbolic aspects of MW for students with MDs.