John BernardAn essay on perception and understanding of mathematical symbolism†
作者:
John Bernard,
期刊:
International Journal of Mathematical Education in Science and Technology
(Taylor Available online 1983)
卷期:
Volume 14,
issue 4
页码: 489-496
ISSN:0020-739X
年代: 1983
DOI:10.1080/0020739830140414
出版商: Taylor & Francis Group
数据来源: Taylor
摘要:
This essay is a call for applying research efforts in mathematics education to perception and understanding of mathematical symbolism. Some related work in reading research is cited along with items of psychological and psychophysical knowledge which might be used as a basis for work in this area. The author reports briefly on a study for algebraic symbolism that indicates promising results for the mathematics education community for efforts aimed in this direction.
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