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A semiotic-conceptual analysis of conceptual development in learning mathematics
pp. 173-188
Abstrakt
This chapter investigates examples of mathematical concepts that students find difficult to learn from a semiotic-conceptual perspective. Semiotic and linguistic features that contribute to the perceived difficulty of mathematical language are identified. This chapter suggests that natural language and mathematical language differ with respect to their semiotic-conceptual structure: while natural language is interpreted using associative concepts, the meanings of mathematical concepts are formal and must not be interpreted in an associative manner.
Publication details
Published in:
Presmeg Norma, Radford Luis, Roth Wolff-Michael, Kadunz Gert (2018) Signs of signification: semiotics in mathematics education research. Dordrecht, Springer.
Seiten: 173-188
DOI: 10.1007/978-3-319-70287-2_10
Referenz:
Priss Uta (2018) „A semiotic-conceptual analysis of conceptual development in learning mathematics“, In: N. Presmeg, L. Radford, W. Roth & G. Kadunz (eds.), Signs of signification, Dordrecht, Springer, 173–188.