ERIC Number: ED335223
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: 0
Semiotics in the College Mathematics Classroom.
Stage, Frances K.
Although mathematics can be described as a formalized language, the signs and symbols of mathematical representation are subject to individual interpretation, which, if inaccurate, can lead to inhibitions about and interferences with the mathematical learning process. The purpose of this study was to explore communication in an intermediate-level college discrete mathematics classroom and to elucidate possible differences in interpretation that could detract from the attainment of an accurate shared meaning, as well as the effects of those differences upon achievement levels. Transcripts of multiple interviews with 12 purposively chosen student volunteers were analyzed for discrepant, imitative, or interpretive analyses of the course material, and comparisons were made between students' test results and the various types of students' explanations. When students' test scores and final interview ratings were examined, no significant patterns were noted beyond the fact that high achieving students differed little from the other students in terms of frequency of interpretative answers to interview questions. (JJK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematical Notation; Mathematics Education Research
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).