First Year University Students' Use of Words, Symbols and Images to Convey Mathematical Ideas: A Case of Definitions

Autor/inn/en	Matabane, Mogalatjane Edward; Machaba, France Masilo
Titel	First Year University Students' Use of Words, Symbols and Images to Convey Mathematical Ideas: A Case of Definitions
Quelle	In: Research in Social Sciences and Technology, 8 (2023) 1, S.92-105 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Freshmen; Language Usage; Symbols (Mathematics); Mathematics Education; Definitions; Mathematical Concepts; Visual Aids; Content Analysis; Assignments + Suchen Sie Ihr Suchwort? Studienanfänger; Sprachgebrauch; Mathematische Bildung; Begriffsbestimmung; Anschauungsmaterial; Inhaltsanalyse; Assignment; Auftrag; Zuweisung
Abstract	This qualitative case study analyzed how first year university mathematics students used words, images, and symbols to convey the same mathematical ideas. The study was located within the interpretivist paradigm and took naturalistic methodology. Twenty-six first year students were purposefully selected to participate in the study. Data was collected through analyzing students' assignments scripts followed by semistructured interviews. The study sought to answer the questions: How did the first-year university students' use of words, symbols and images to convey mathematical ideas. The data were analyzed using Lave and Wenger's situated learning and Seo mathematical communication theories. Data analysis focused on the structure and usage of symbols, images, and words to communicate mathematical ideas. The result of the study shows that the students experienced difficulties in using words, images, and symbols to communicate the same mathematical idea. There were contradicting meanings between images, words, and symbols usage in attempt to define same concept. It is recommended that encouraging students to wave between words, symbols, and images to communicate mathematical ideas will improve understanding of mathematical concepts. First year university mathematics teachers are encouraged to not only use one method of mathematical communication when defining concepts. Moreover, it is recommended that formal mathematics definition be used after students grasped the meaning of concepts using everyday day words and images. The abstractness should only follow the definitions are understood intuitively and can be represented diagrammatically or with natural language. (As Provided).
Anmerkungen	Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01