Do mathematicians and undergraduates agree about explanation quality?

Abstract Offering explanations is a central part of teaching mathematics, and understanding those vital activity for learners. Given this, it natural to ask what makes good mathematical explanation. This question has received surprisingly little attention in the mathematics education literature, perhaps because field no agreed method by which explanation quality can be reliably assessed. In this paper, we explore issue asking whether mathematicians undergraduates agree with each other about quality. A corpus 10 produced was used. Using comparative judgement method, analysed 320 paired comparisons from 16 32 undergraduate students. We found that both were able assess set explanations. Furthermore, assessments largely consistent across two groups. Implications theories are discussed. conclude arguing promising technique exploring