Meanings given to algebraic symbolism in problem posing

Some errors in the learning of algebra suggest students have difficulties giving meaning to algebraic symbolism. In this paper, we use problem posing in order to analyze the students’ capacity to assign meaning to algebraic symbolism and the difficulties that students encounter in this process depending on the characteristics of the algebraic statements given. We designed a written questionnaire composed of eight closed algebraic statements expressed symbolically, which was administered to 55 students who had finished their compulsory education and that had some previous experience in problem posing. In our analysis of the data, we examine both syntactic and semantic structures of the problem posed. We note that in most cases students posed problems with syntactic structures different to those given. They did not include computations within variables, and changed the kinds of relationships connecting variables. Students easily posed problems for statements with additive structures. Other differences in the type of problems posed depend on the characteristics of the given statements

The development of conceptions of function - A qualitative longitudinal study on the transition from school to university

Jetses T. The development of conceptions of function - A qualitative longitudinal study on the transition from school to university. In: Ayalon M, Koichu B, Leikin R:, Rubel L, Tabach M, eds. Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. Vol 3. 2023: 115-122

Joy of mathematical modelling: a forgotten perspective?

We argue the relevance of including an affective perspective in the mathematical modelling education research and emphasise its importance for the teaching and learning of mathematical modelling at all levels, especially at the university. Our argument is supported by a recent survey of mathematics lecturers’ views on mathematical modelling, several follow-up interviews, and a review of literature on mathematical modelling that relates to enjoyment, pleasure, and appreciation. Findings from the survey and the follow-up interviews indicate that there is a group of practitioners who hold strong views on the importance of enjoyment in doing and teaching mathematical modelling