Do university students mean what they write and write what they mean?
Analysis of mathematical notations must consider both syntactical aspects of symbols and the underpinning mathematical concept(s) conveyed. We argue that the construct of 'syntax template' provides a theoretical framework for analysing undergraduate mathematics students' written solutions, where we have identified several types of symbol-related errors and lack of attention to symbolic structure. A focus on syntax templates may address this issue of an under-developed symbol sense of many tertiary mathematics students.
Dr Caroline Bardini's research interests revolve around students' mathematical thinking, in particular within the secondary-university transition context.
Tuesday 6 October, 12.30-1.30pm
Level 2, 234 Queensberry Street
Melbourne Graduate School of Education
The University of Melbourne
PARKVILLE VIC 3010
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