An Investigation of How 7th Grade and 8th Grade Students Use Mathematical Writing Elements

Seo, Byung-In

doi:10.18820/2519593x/pie.v37i2.10

Cited by 3 publications

(2 citation statements)

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“…Depending on the mathematical writing situation, these images may be used either alone or in conjunction with other ones, The beauty of images is that they can convey different kinds of information in one entity (O`Halloran, 2008). Mostly commonly used images are graphs (Seo, 2019). While the school mathematical writing is characterized by excessive use of mathematical symbols without the use of words and images to unpack the ideas and meaning contained in the symbols, the abstractness of university mathematics demand that the students be able to use both words and symbols or images to produce meaning mathematical arguments (Kuzzle, 2013).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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

Matabane

Machaba

2023

RESSAT

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This qualitative case study analysed 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 purposefuly selected to participate in the study. Data was collected through analysing students’ assignments scripts followed by semi-structured 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 analysed 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 commucaite mathematical idea. The results of the study shows that the students experienced difficulties in using words, images and symbols to communicate the same mathematical idea. There was contradictions meanings between images, words and symbols usage in attempt to define same concept. It is recommended that encouraging studets to wave between words, symbols and images to communicate mathematica concepts will improve understanding of mathematical concepts. First year university mathematics teachers are encouraged to not only used one method of mathematical communication when definining concepts. Moreover, it is recommended that formal mathematics definition be used after students graps the meaning of concepts using everyday day words and images. The abstractness should only follow after the difinitions are understood intuitively and can be represented diagrammatically or with images.

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Section: Theoretical Frameworkmentioning

confidence: 99%

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

Matabane

Machaba

2023

RESSAT

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“…If the preconception was appropriate, then the teacher directs students and guides students to organise information that supports their ideas towards the conclusions that should be done. If there is a deadlock in students while carrying out an investigation, the teacher must facilitate them in the form of providing scaffolding assistance (Seo, 2019). Character values based on a national culture that can be accommodated in this case by paying attention to cooperative groups, ZPD, Scaffolding, and mathematical-problems with Tri Hita Karana value insights are: tolerance, honesty, hard work, discipline, creativity, independence, democratic, self-confidence, curiosity, mutual respect, communicative, caring for others, responsibility, like helping/mutual cooperation, enthusiasm, leadership, mutual trust and gratitude.…”

Section: Sociocultural Theory-oriented Mathematics Learning Model With Tri Hita Karana Insight Componentsmentioning

confidence: 99%

The expansion of sociocultural theory-oriented mathematical learning model

Ardana

Ariawan

Sugiharni

2021

CJES

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The research aim was to obtain a Sociocultural Theory-oriented Mathematics Learning Model with Tri Hita Karana insight that is valid, practical, and effective in developing the good character of students in learning mathematics. This research was a research and development with reference to the development of Plomp. The data collection techniques used tests and questionnaires. The results showed that: (1) the Sociocultural Theory-oriented Mathematics Learning Model with Tri Hita Karana insight is valid, practical, and effective to use to develop the good character of students; (2) there was an increase in the good character of students from the category ‘sometimes shows good behavior according to the Tri Hita Karana aspect and often behaves not in accordance with the Tri Hita Karana aspect’ to the category ‘often and consistently shows good behavior according to the Tri Hita Karana aspect’; and (3) positive student responses to learning. Keywords: Mathematical learning, sociocultural theory, tri hita karana, pawongan, tri pramana

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Defining and measuring quality in students’ mathematical writing: a systematic literature review

Teledahl,

Kilhamn,

Ahl

et al. 2024

Math Ed Res J

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Mathematical communication, encompassing writing in, about, and for mathematics, is a critical competency. Defining excellent mathematical writing standards, however, remains challenging. To address this, we conducted a systematic review of 48 scholarly works on quality in mathematical writing. Our findings reveal mathematical writing for different purposes under scrutiny, including general mathematical writing, proof writing, reflective writing, expository writing, and descriptive writing during problem solving. To assess quality, researchers explore a variety of facets, such as syntax and semantics. Progression pathways vary, with both quantitative and qualitative evaluations—analysing text structure, writing style, and the use of different semiotic elements. It seems that in mathematics education, a consensus on quality measurement remains elusive. Proof writing is a notable exception. Among reviewed articles examining proof writing, a common set of standards emerges and provides valuable guidance. We propose that mathematical writing, perhaps especially in the context of reporting solutions in problem solving, can draw from proof writing standards. ‘Good’ mathematical writing would then require students to focus on (1) defining assumptions and assigning variables; (2) producing a coherent narrative, including relevant calculations (semantic issues); (3) using correct language, representations, and mathematical symbols (syntax issues); and (4) attending to what is appropriate in the context.

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An Investigation of How 7th Grade and 8th Grade Students Use Mathematical Writing Elements

Cited by 3 publications

References 0 publications

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

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

The expansion of sociocultural theory-oriented mathematical learning model

Defining and measuring quality in students’ mathematical writing: a systematic literature review

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