Interpretation of mathematical tasks misunderstanding in the context of disciplinary literacy of university students
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F23%3A63566438" target="_blank" >RIV/70883521:28150/23:63566438 - isvavai.cz</a>
Result on the web
<a href="https://ejce.cherkasgu.press/journals_n/1695837585.pdf" target="_blank" >https://ejce.cherkasgu.press/journals_n/1695837585.pdf</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.13187/ejced.2023.3.962" target="_blank" >10.13187/ejced.2023.3.962</a>
Alternative languages
Result language
angličtina
Original language name
Interpretation of mathematical tasks misunderstanding in the context of disciplinary literacy of university students
Original language description
In the article, we focus on the investigation of the disciplinary literacy of technical university students with an emphasis on understanding the mathematical language and symbolism in the tasks assignment. As part of the pedagogical research, we were looking for an answer to the research question ""How do students interpret the misunderstanding of the assignment?"". In the first phase of the research, the students solved a test that contained four pairs of mathematical tasks: a standard task and its equivalent, which required the mastery of mathematical symbolic language at a higher level. In the second phase of the research, students filled out a questionnaire that contained possible causes of failure in solving tasks in the test. Based on the research findings, we can state that the teachers and students agreed on only one item of the questionnaire, namely that the primary cause of the students' failure was a misunderstanding of the assignment. Teachers and students differed statistically significantly in their responses to the other items of the questionnaire. Based on the students' statements, we conclude that their understanding of the assignment of the task corresponds with the ability to assign the learned calculation procedure to the task, that is, with procedural knowledge. Teachers attributed the causes of student failure in the test to insufficient knowledge of the mathematical language.
Czech name
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Czech description
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Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
European Journal of Contemporary Education
ISSN
2304-9650
e-ISSN
2305-6746
Volume of the periodical
12
Issue of the periodical within the volume
3
Country of publishing house
US - UNITED STATES
Number of pages
15
Pages from-to
962-976
UT code for WoS article
001155245600014
EID of the result in the Scopus database
2-s2.0-85173074033