Mathematical notation: help or hindrance?
Tennant, G. D. (2010) Mathematical notation: help or hindrance? Scottish Mathematical Council Journal, 40. pp. 22-25.
Full text not archived in this repository.
Official URL: http://scottishmathematicalcouncil.org/index.php?o...
In this article Geoff Tennant puts forward a range of reasons for using mathematical notation, emphasising the need to allow children learning it time and space to come to terms with it. Examples are given in furthering the argument that the time to introduce notation is after the concept is already fully understood.
Bialystok, E., & Codd, J. (1996). Developing representations of quantity. Canadian Journal of Behavioural Science, 28, pp. 281-291. Hewitt, D. (2003). Some issues regarding formal algebraic notation. British Society for Reserach into the Learning of Mathematics, 23(1), pp. 31-36. Hoyles, C., & Healy, L. (1999). Students' views of proof. Mathematics in School, 28(3), pp. 19-21. Sinkinson, A. J. (2004). Manager, moderator, motivator or what? Does ensuring consistency of reporting fall within the role of the managing inspector in initial teacher trainng OFSTED inspections? Educational Review, 56(3), pp. 235-246. Watson, A. (2009). Notation. Mathematics Teaching(213), pp. 35-38. Wilson, K., & Briggs, M. (2002). Able and gifted: judging by appearances? Mathematics Teaching(180), pp. 34-36.
Repository Staff Only: item control page