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Abstract
The research aims to explore how mathematics teachers perceive their students’ mathematical writing (MW) skills, with a focus on four key dimensions: students’ diverse problem-solving approaches, their proficiency in describing and explaining solutions, their mathematical reasoning and ability to provide proofs, and their capacity to evaluate solution validity. A perception questionnaire specifically designed for teachers was administered to a sample of 580 mathematics educators in Abu Dhabi schools during the academic year 2022-2023. The study utilized one-sample t-test, independent sample t-test, and ANOVA tests to analyze the teachers’ perceptions across the four dimensions. The findings reveal positive perceptions among mathematics teachers, reflecting their confidence in their students’ capabilities to explore diverse problem-solving approaches, articulate reasoning, provide robust proofs, and critically assess proposed solutions. However, notable differences in teachers’ perceptions based on gender, school type, and teaching experience were observed. Female teachers had higher perceptions of students’ mathematical reasoning and proof, while male teachers attributed greater significance to students’ multiple paths to solutions and their ability to assess solution validity. Additionally, private school teachers demonstrated more optimistic perceptions of students’ MW abilities compared to their counterparts in public schools. These findings offer valuable insights into teachers’ perspectives on students’ MW skills, informing potential enhancements in curricula and instructional practices. Understanding the factors influencing teachers’ perceptions is vital to nurture students’ MW skills and foster effective mathematical communication and problem-solving abilities. Further research is recommended to explore the underlying reasons for the observed differences and assess the impact of interventions targeting MW improvement in diverse educational settings. Such investigations can enrich mathematics education in Abu Dhabi Emirate schools and beyond, promoting students’ proficiency in MW and bolstering their academic achievements. Strengthening MW abilities will empower students to excel in problem-solving and effective communication in mathematics, paving the way for successful academic endeavors.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 2, February 2026, Article No: em2780
https://doi.org/10.29333/ejmste/17834
Publication date: 03 Feb 2026
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