id: 06418761
dt: j
an: 2015b.00488
au: Güçler, Beste
ti: The role of symbols in mathematical communication: the case of the limit
notation.
so: Res. Math. Educ. 16, No. 3, 251-268 (2014).
py: 2014
pu: Taylor \& Francis (Routledge), Abingdon, Oxfordshire; British Society for
Research into Learning Mathematics (BSRLM)
la: EN
cc: E45 C55 I25
ut: duality of symbols; limit notation; teacher-student discourse;
undergraduate mathematics education
ci:
li: doi:10.1080/14794802.2014.919872
ab: Summary: Symbols play crucial roles in advanced mathematical thinking by
providing flexibility and reducing cognitive load but they often have a
dual nature since they can signify both processes and objects of
mathematics. The limit notation reflects such duality and presents
challenges for students. This study uses a discursive approach to
explore how one instructor and his students think about the limit
notation. The findings indicate that the instructor flexibly
differentiated between the process and product aspects of limit when
using the limit notation. Yet, the distinction remained implicit for
the students, who mainly realised limit as a process when using the
limit notation. The results of the study suggest that it is important
for teachers to unpack the meanings inherent in symbols to enhance
mathematical communication in the classrooms.
rv: