<![CDATA[Previous research has provided limited evidence on overall and indicator-level differences in written mathematical communication and disposition following didactical design implementation. This study examined these differences among 51 Grade 7 students from two intact classes at a public junior high school in Bandar Lampung, Indonesia. Using a quasi-experimental posttest-only nonequivalent-groups design, 27 students received five lessons incorporating comics, cards, structured writing, discussion, and verification, while 24 received the teacher's usual instruction. Data were collected using a written communication test and a disposition questionnaire and analyzed using independent-samples t tests and Mann–Whitney U tests. Overall written communication differed significantly between groups (p = .003), particularly Writing Text (p < .001), whereas Mathematical Expression (p = .138) and Drawing (p = .139) did not. Overall disposition showed no significant difference (p = .363), although Willingness to Share Ideas with Others (p = .002) and Recognizing the Usefulness of Mathematics in Other Fields and Everyday Life (p = .021) differed significantly. These findings demonstrate the value of examining individual indicators alongside overall scores, particularly when aggregate differences are nonsignificant.]]>
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