<![CDATA[Mathematical communication skill is an essential competency for Elementary Education students as future teachers, to be able to present ideas or concepts clearly and accurately, both orally and in writing. In fact, it is still observed during lectures that students face difficulties in communicating mathematical ideas. This research aims to describe the characteristics of Elementary Education students written mathematical communication skills as reflected in how they present solutions to contextual solid geometry problems. This research used a descriptive qualitative approach with three research subjects purposively selected from 33 students to represent low, moderate, and high levels of skill. Data was collected through a written mathematical communication test which included understanding and representing problems, explaining the solution process, drawing conclusions, and providing mathematical arguments. The results showed differences in characteristics of each skill level. Low-skill students still experience misconceptions and difficulties in understanding and representing problems. Moderate-skill students demonstrated procedural fluency but were unable to draw logical conclusions. Meanwhile, high-skill students demonstrated comprehensive written communication skills throughout all indicators. These findings provide a basis to improve mathematics instruction that trains students in computational skills and logical reasoning.]]>
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