Profile of mathematical writing communication skills with the open-ended approach

Abstract

This study aims to describe the students’ written communication skills in solving calculus problems with the open-ended approach to low (MR), moderate (MS), and high (MT) students. The test subjects were mathematics students who took calculus courses with a total of 50 students. The research data were obtained from the analysis of student answer sheets and analyzed based on indicators of mathematical writing ability. The measured aspects are (1) the ability to use mathematical language (notation, terms, and mathematical symbols) to express mathematical information, (2) the ability to express mathematical ideas logically and regularly to solve problems, and (3) the ability to analyze and evaluate mathematical ideas. The analysis shows that: (1) MR is able to use mathematical notation, terms, and symbols but the information is written incomplete; able to express mathematical ideas illogically, not coherently and wrong answers; and can not express the relationship between mathematical ideas with available information, (2) MS is able to use mathematical notation, terms and symbols quite complete but not quite right; able to express mathematical ideas logically, coherently but wrong answers; and able to express the relationship between mathematical ideas, and (3) MT is able to use notations, terms, and symbols precisely and completely; able to express mathematical ideas logically and coherently and correct answers; able to express the relationship between mathematical ideas precisely from all available information.