ABSTRACT
This chapter provides a critical overview of research on writing in mathematics classrooms, including some of the features of formal written mathematics. The critique draws on a Bakhtinian perspective in language, including his emphasis on the inherent tensions in language, on the stratification of language, and on the dialogic nature of language and the significance of the other. Based on this perspective, the chapter examines the tension between formal, orthographically correct language and students’ emergent forms of writing mathematics and the role of writing in marginalizing students from nonmainstream backgrounds. The discussion is illustrated with examples of the role of writing from the author’s research into second language learners of mathematics.]
