There has been a keen interest amongst researchers for some time in the ways language and learning mathematics interact. For useful reviews see Austin and Howson [1979], Bell, Costello, and Kuchemann [1985], and Ellerton and Clements [1991]. Much of the discussion has centered on the relation of language to concept formation. Stemming from this theme of language and mathematics there is a growing awareness of the importance of writing in mathematics [Kennedy, 1985; Bell and Bell, 1985; Withers, 1989; Turner, 1989]. The majority of reported work on writing to learn mathematics is focussed at a primary level. Exceptions to this focus are Bell and Bell [1985], Borasi and Rose [1989]. Bell and Bell [1985] is a study of the relation of writing to problem solving. They conclude their article with the following words:
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