Writing of future mathematics teachers

This list from the JMM 2013 Minicourse Teaching and Assessing Mathematical Communication characterizes effective writing of future teachers of mathematics.

Mathematical correctness

  • Is the math correct?


  • Is the writing clear and intuitive?
  • Is there a coherent flow of ideas with a logical progression?
  • Does it explain “why” and not just “how” (conceptual, not just procedural)?
  • Are tricky areas and potential confusions addressed?
  • Are examples used to clarify ideas?
  • Is the full generality of the concepts acknowledged?
  • Is the writing scaffolded? Is the writing grounded?
  • Is the writing precise, concise, but complete?

Mechanics of good writing

  • Is there proper grammar, spelling, punctuation, complete sentences?
  • Is the mathematics integrated with the writing?
    • Is the presentation of mathematics easily readable (e.g are equations offset and aligned)?
    • Are precise definitions of terms used? Is the terminology used correctly? Is the notation correct and proper?
    • Is vocabulary introduced as (or before) it is used?
    • Are any diagrams labeled clearly?
  • Appropriate targeting
    • Is the vocabulary appropriate to the target audience?
    • Is the level of detail appropriate to the the target audience?
    • Is the problem (or explanation) motivated and set in context for the target audience?


  • Is the work insightful?
  • Is it unique?
License: CC BY-NC-SA Page content licensed by Participants in JMM 2013 Minicourse 7 under the license:
CC BY-NC-SA (Attribution-NonCommercial-ShareAlike)