Syntactic and semantic reasoning in mathematics teaching and learning

• Autores: David Easdown
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 40, Nº. 7, 2009, págs. 941-949
• Idioma: inglés
• DOI: 10.1080/00207390903205488
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• Resumen

  • This article discusses a variety of examples in errors in mathematical reasoning, the source of which is due to the tension between the syntax (form of mathematical expression) and semantics (underlying ideas or meaning). This article suggests that the heightened awareness of syntactic and semantic reasoning, and the consequent resolution of the tension and errors in particular cases, may lead to enhanced mathematics learning outcomes, robustness and creativity.