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

Abstract

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.