International Group for the Psychology of Mathematics Education (PME)
Abstract
[Excerpt] Problem solving and written communication are strongly connected, since the
resolution of a problem presupposes the use of written communication to record the
reasoning, either to communicate with another person or to review the resolution in the
future. Bearing in mind this relation, and also considering the relevance of both in
learning mathematics, our research question is: how students communicate their
resolutions of a mathematical problem in writing? To answer this, we made a
qualitative research with an interpretative paradigm. The participants were 29 students
of 11th grade, divided into six working groups, who voluntarily signed up for a
problem-solving project developed online and in an extracurricular format
