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Elementary students' argumentative and explanatory mathematical writing about fractions.

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Title: Elementary students' argumentative and explanatory mathematical writing about fractions.
Authors: Colonnese, Madelyn W.1 (AUTHOR) mcolonn1@uncc.edu, Cardetti, Fabiana2 (AUTHOR), Casa, Tutita2,3 (AUTHOR)
Source: School Science & Mathematics. Apr2026, Vol. 126 Issue 2, p113-126. 14p.
Subject Terms: *Written communication, *Scoring rubrics, *Elementary education, *Exposition (Rhetoric), Mathematical notation, Rational numbers
Abstract: Mathematical writing (MW) is an important yet underutilized form of mathematics discourse. Given the lack of attention to MW, there are few resources to support the implementation and assessment of MW. This study responds to the lack of resources by describing a MW unit focused on fractions that was implemented during a summer school program to support rising fourth grade students with explanatory and argumentative writing. Findings from the study revealed that students used different forms of reasoning about fractions to compose their mathematical argument and explanation. We also identified five categories that captured how students communicated a mathematical argument and explanation: writing organization, precise mathematical vocabulary, mathematics content, mathematical representation, and characteristics specific to a mathematical argument/explanation. The five categories led to the development of an analytic rubric for argumentative and explanatory writing. [ABSTRACT FROM AUTHOR]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Elementary students' argumentative and explanatory mathematical writing about fractions.
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  Data: <searchLink fieldCode="AR" term="%22Colonnese%2C+Madelyn+W%2E%22">Colonnese, Madelyn W.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mcolonn1@uncc.edu</i><br /><searchLink fieldCode="AR" term="%22Cardetti%2C+Fabiana%22">Cardetti, Fabiana</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Casa%2C+Tutita%22">Casa, Tutita</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Apr2026, Vol. 126 Issue 2, p113-126. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Scoring+rubrics%22">Scoring rubrics</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Exposition+%28Rhetoric%29%22">Exposition (Rhetoric)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+notation%22">Mathematical notation</searchLink><br /><searchLink fieldCode="DE" term="%22Rational+numbers%22">Rational numbers</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Mathematical writing (MW) is an important yet underutilized form of mathematics discourse. Given the lack of attention to MW, there are few resources to support the implementation and assessment of MW. This study responds to the lack of resources by describing a MW unit focused on fractions that was implemented during a summer school program to support rising fourth grade students with explanatory and argumentative writing. Findings from the study revealed that students used different forms of reasoning about fractions to compose their mathematical argument and explanation. We also identified five categories that captured how students communicated a mathematical argument and explanation: writing organization, precise mathematical vocabulary, mathematics content, mathematical representation, and characteristics specific to a mathematical argument/explanation. The five categories led to the development of an analytic rubric for argumentative and explanatory writing. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ssm.18302
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        Text: English
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        Type: general
      – SubjectFull: Scoring rubrics
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      – SubjectFull: Elementary education
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      – SubjectFull: Rational numbers
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              M: 04
              Text: Apr2026
              Type: published
              Y: 2026
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