Relations between various semiotic resources in mathematics tasks: a possible source of students’ difficulties
(English)Manuscript (preprint) (Other academic)
Reading and solving mathematics tasks often involves reading and interpreting different semiotic resources such as natural language, mathematical notation and images. In the current study the purpose is to enhance the knowledge about how meaning relations (cohesive ties) between and within different semiotic resources are related to how difficult mathematics tasks are to read and solve. Statistical analyses are conducted of relations between the presence of different types of cohesive ties in relation to quantitative measures for how difficult the tasks are to read and solve. The results reveal a difficulty aspect related to the extent to which a task has cohesive ties, of any kind, but that a non-mathematics specific reading demand is not part of this difficulty aspect. For cohesive ties between different semiotic resources there is only a week relation between presence of such ties and task difficulty.
Semiotics, language, task text, cohesion, mathematics
Research subject didactics of mathematics
IdentifiersURN: urn:nbn:se:umu:diva-126002OAI: oai:DiVA.org:umu-126002DiVA: diva2:974351