Recent changes in mathematics curricula, both in South Africa and elsewhere, have begun to change the overwhelmingly symbolic nature of mathematics in schools (in the sense of use of mathematical symbolism), promoting more use of the oral and written language. Engaging students in `Writing-to-Learn' activities in mathematics classrooms has been identified and claimed by various mathematics education researchers as having a positive impact on the learning of mathematics. In this paper, I report on a piece of research, which is part of a broader study, on forms of mathematical writing and written texts produced by learners in grade 7 (12–13-year-olds) classes in six junior high schools in KwaZulu-Natal, in South Africa.