Mathematics-Writing Performance of Students Experiencing Mathematics Difficulties in China
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| Title: | Mathematics-Writing Performance of Students Experiencing Mathematics Difficulties in China |
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| Language: | English |
| Authors: | Xiaonan Han (ORCID |
| Source: | Journal of Learning Disabilities. 2026 59(3):185-201. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Mathematics Skills, Writing (Composition), Learning Problems, Elementary School Students, Grade 6, Writing Skills, Vocabulary, Computation |
| Geographic Terms: | China |
| DOI: | 10.1177/00222194251391829 |
| ISSN: | 0022-2194 1538-4780 |
| Abstract: | This study aimed to conduct a comprehensive investigation into the mathematics-writing (MW) performance of students with mathematics difficulties (MDs) in China. We compared the performance of students with MD with their typically developing (TD) and high-performing (HP) peers. The analysis was based on a sample of 138 sixth-grade students. Our findings revealed (a) the trend in MW performance followed the hierarchy of mathematics ability levels (HP > TD > MD), whereas all groups displayed similar performance in general writing (HP = TD = MD), (b) although all three groups were able to organize their ideas in general writing, they had difficulty structuring their ideas effectively in MW, and (c) students with MD were less likely to incorporate technical mathematics vocabulary and symbols in their MW; they were also more likely to write incomplete sentences and make punctuation mistakes in their MW. Implications for educational strategies, teaching methodologies, and targeted support interventions are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502797 |
| Database: | ERIC |
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| Abstract: | This study aimed to conduct a comprehensive investigation into the mathematics-writing (MW) performance of students with mathematics difficulties (MDs) in China. We compared the performance of students with MD with their typically developing (TD) and high-performing (HP) peers. The analysis was based on a sample of 138 sixth-grade students. Our findings revealed (a) the trend in MW performance followed the hierarchy of mathematics ability levels (HP > TD > MD), whereas all groups displayed similar performance in general writing (HP = TD = MD), (b) although all three groups were able to organize their ideas in general writing, they had difficulty structuring their ideas effectively in MW, and (c) students with MD were less likely to incorporate technical mathematics vocabulary and symbols in their MW; they were also more likely to write incomplete sentences and make punctuation mistakes in their MW. Implications for educational strategies, teaching methodologies, and targeted support interventions are discussed. |
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| ISSN: | 0022-2194 1538-4780 |
| DOI: | 10.1177/00222194251391829 |
