The Embodiment of Mathematical Meanings with Special Reference to Multiplication: Issues and Challenges

Abstract

This paper aims to illustrate how two primary school teachers (Doreen and Edwin – pseudonyms) make sense of mathematics in particular the multiplication of fractions and decimals. The meaning of a particular mathematical expression and symbol could be conveyed through language however a mathematical procedure that is performed for a purpose may be difficult to make sense sometimes. Data were collected through semistructured interviews. Findings revealed that Doreen recognised the meaning of multiplication as the notion “of” in the contexts of fractions. Both of them rote learned the mathematical procedures in the multiplication of fractions and decimals and they could not make sense of them. One of the main reasons for this was because they were not aware of the changes of mathematical meanings across different contexts.