Semiotic Representations In The Learning Of Rational Numbers By 2nd Grade  Portuguese Students

Viseu, Floriano; Pires, Ana; Menezes, Luís

doi:10.26822/iejee.2021.216

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…During the teaching experience and using a greater variety of representations, students were observed to respond more assertively to questions about near and distant generalizations and questions involving the determination of the formation law and the generating expression. This result leads to the conclusion that the exploration and connections between different representations stimulate the improvement of students' ability to argue and reason as they discuss important mathematical ideas (Lannin, 2003;Viseu et al, 2021).…”

Section: Discussionmentioning

confidence: 87%

Representations in the Learning of Sequences and Regularities by Third-Grade Portuguese Students

Faria¹,

Viseu²,

Gomes³

et al. 2021

iejee

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Due to their abstract nature, representation of mathematical concepts through different registers favors their understanding. In the case of ''sequences and regularities'', it becomes propitious the exploration of different registers of representation in the institution of topics, such as term, order, formation law, and generating expression. Considering these assumptions, a teaching experiment was performed to understand the contribution of multiple representations in the learning of ''sequences and regularities'' by 3rd-grade students. The study adopted a qualitative methodology and the findings of the study reveal that students initially presented a smaller variety of representations, which increased during the teaching experience. Students showed a greater preference for pictorial representations and made explicit connections between different representations throughout their resolutions. Pictorial representations and tables allowed close and distant generalizations, the determination of the formation law, and the generating expression. The greatest difficulties of the students resulted from the interpretation of the statements of the proposed tasks, which were also evident in the representation (natural language), showing a greater number of incorrect answers. This result shows that some students still have difficulties in justifying their reasoning, either in writing or orally.

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Section: Discussionmentioning

confidence: 87%

Representations in the Learning of Sequences and Regularities by Third-Grade Portuguese Students

Faria¹,

Viseu²,

Gomes³

et al. 2021

iejee

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“…Mental calculation of the four operations needs to be considered together with mathematical thinking and reasoning skills. Reasoning is an important building block in learning mathematics, making sense of concepts and relationships, applying mathematics and defending ideas (Köse, 2016;Viseu, et al, 2021). Reasoning is the process of arriving at a rational conclusion by thinking through all aspects of a situation.…”

Section: Mental Calculation and Mathematical Reasoningmentioning

confidence: 99%

Students Mental Addition Strategies and the Effects of Strategy Training: A Longitudinal Study

Bacakoğlu¹,

Tertemiz²

2022

iejee

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This longitudinal study was conducted in order to determine and improve the mental addition strategies of students in their 2nd and 3rd years at elementary school. The first part of the study used the qualitative research method of case study, while the second part adopted the single group pretest-posttest quasi-experimental design. The study group consisted of 16 students who were attending grade 2 at an elementary school in Ankara, and who moved on to grade 3 the following year. In the first part, data were collected from the same students at the end of grades 2 and 3. In the first part of the study, no significant change was observed in the mental addition strategies of students who had passed from grade 2 to 3. In the second part, the same students were trained in “Mental Addition Strategies” for 5 class hours per week for a total of 6 weeks, and the final data were collected. Findings from the first part of the study showed that at both grades they used similar mental addition strategies. The second part of the study, on the other hand, showed that mental addition strategy training increased the variety of the mental addition strategies used by 3rd graders.

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“…The semiotic abilities that students have will be much more likely to enable students to visualize mathematical problems. This statement shows that representation starts from semiotics, so in mathematics, it can be called mathematical semiotic representation, where in this mathematical semiotic representation students learn things related to signs based on everyday life problems (Viseu et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy

Kusmaryono,

Aminudin,

Ubaidah

et al. 2024

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The research aims to analyze the gap between teachers' and students' understanding of language literacy and mathematical symbols. The study was designed with a concurrent triangulation strategy. The research respondents consisted of 20 teachers and 120 class VII students. Data collection through questionnaires, interviews, and cognitive tests. Qualitative data was analyzed descriptively, and quantitative data was analyzed inferentially. The results of the analysis of quantitative data show that there is a linear (significant) relationship between understanding language and mathematical symbols and mathematical literacy skills. The results of the qualitative data analysis describe that the teacher's understanding of language and mathematical symbols (high criterion) does not necessarily support the students' understanding of language and mathematical symbols. We confirm the suspicion that there is a gap in the ability of teachers and students to understand language and mathematical symbols. Students need to improve their understanding of mathematical language and symbols. The pattern of errors is based on the teacher's conception of learning in the previous class, so the process of transitioning the teacher's knowledge to students' understanding of mathematics experiences obstacles. The implication is that the process of transitioning meaning from mathematical symbols to written and spoken language must be carried out when the teacher introduces or teaches new topics to students, and the context in which mathematical symbols are used must be followed by clarification.

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Semiotic Representations In The Learning Of Rational Numbers By 2nd Grade Portuguese Students

Cited by 3 publications

References 14 publications

Representations in the Learning of Sequences and Regularities by Third-Grade Portuguese Students

Representations in the Learning of Sequences and Regularities by Third-Grade Portuguese Students

Students Mental Addition Strategies and the Effects of Strategy Training: A Longitudinal Study

The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy

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