## Abstract

The semantic model proposed by Peters (2008) was developed whilst

working with learners of mathematics solving algebraic problems. In

order to investigate in more detail the role of the parsing process and its

relationship to the lexicon, a different set of questions were devised based

on Laurillard’s (2002) work with undergraduate students. These same

questions were also given to a set of mathematics tutors so that a

comparison could be made between the two groups and to see if their

behaviour could be explained using the semantic model. The analysis of

these sets of data indeed show the importance of the parsing process and

as predicted by the model, a competent mathematician employs a topdown

parsing strategy.

working with learners of mathematics solving algebraic problems. In

order to investigate in more detail the role of the parsing process and its

relationship to the lexicon, a different set of questions were devised based

on Laurillard’s (2002) work with undergraduate students. These same

questions were also given to a set of mathematics tutors so that a

comparison could be made between the two groups and to see if their

behaviour could be explained using the semantic model. The analysis of

these sets of data indeed show the importance of the parsing process and

as predicted by the model, a competent mathematician employs a topdown

parsing strategy.

Original language | English |
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Title of host publication | Proceedings of British Society for the Research into Learning Mathematics |

Pages | 73-78 |

Volume | 29 |

Publication status | Published - 2009 |