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 |
|---|---|
| Title of host publication | Proceedings of British Society for the Research into Learning Mathematics |
| Pages | 73-78 |
| Volume | 29 |
| Publication status | Published - 2009 |