Geodesic
Varying meaning of words in a mathematical discourse as a didactical issue
Didactica Mathematicae, Tome 42 (2020), pp. 79-103.

Voir la notice de l'article provenant de la source Annales Societatis Mathematicae Polonae Series

The research problem of this investigation is which are the sources of misunderstandings between teacher and student that spontaneously occur during a mathematical discourse. Several episodes of mathematics classes are here analyzed, in which the meaning of a word or expression was different for the teacher and a student. They are analyzed with respect to four previously identied kinds of cognitive obstacles. The analysis shows that in the described situations, cause of misunderstanding that was the most relevant and the most diffcult to detet was related to the different understanding of a key word. There are two causes of this phenomenon:(1) the teacher uses words,common to her, to which the student is not accustomed, (2) in the course of learning meanings of mathematical words evolve. The research has made the authors aware of a cultural gap, which exists in the mathematics classroom. The teacher's mathematical culture in incomparable with that of a student.
DOI : 10.14708/dm.v42i0.7068
Mots-clés : mathematical discourse, misunderstandings, meaning of word 
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Jana Slezáková; Ewa Swoboda. Varying meaning of words in a mathematical discourse as a didactical issue. Didactica Mathematicae, Tome 42 (2020), pp.  79-103. doi : 10.14708/dm.v42i0.7068. http://geodesic.mathdoc.fr/articles/10.14708/dm.v42i0.7068/

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