The impact of words in mathematics education – Case of symbols
Metadatos
Mostrar el registro completo del ítemAutor
Amirbostaghi, Gholamhossein; Asadi, Mehdi; Reza Mardanbeigi, Mohammad; Azhini, Mahdi; Shahvarani, AhmadEditorial
Universidad de Granada
Materia
Mathematics education Multiple Representation Sociocultural perspective Words
Fecha
2021Referencia bibliográfica
Gholamhossein Amirbostaghi, Mehdi Asadi, Mohammad Reza Mardanbeigi, Mahdi Azhini, Ahmad Shahvarani (2021). The impact of words in mathematics education – Case of symbols. Journal for Educators, Teachers and Trainers, Vol. 12(3). 92 – 100. [DOI: 10.47750/jett.2021.12.03.009]
Resumen
The development of standardized forms of symbolic notation is a long and complicated process and
the selection of symbolic notation is frequently based on factors other than merit. As multiple
representations are common in math education, we examined a different representation of the symbol
in mathematics education. In a teaching experiment, we investigated whether participants benefit
from words instead of standard symbols and whether the different representation affects
performance. For the teaching experiment, students were divided into two groups: the "word" group,
and the "sign" group. We utilized words instead of the formal symbol in the "word" group and
examined student's understanding and mathematics reasoning. Results indicate that the multiple
symbolic representations (word instead of sign) are helpful. The study also indicates that some math
symbols may mislead students. According to sociocultural perspectives and linguistic approaches,
our study illustrates that using words instead of formal symbols improves student's understanding
and reasoning and indicates that the use of words can block common errors made by students. This
research emphasizes the importance of various forms of multiple representations in mathematics
learning.