Logic and Language in the Teaching and Learning of Mathematics

Authors

Keywords:

Logic, Mathematical Language, Theory of semiotic representation registers

Abstract

Independent researcher and assistant professor dedicated to promoting quality education. She currently works at the Castelo Higher School of Health (ESSCA) as a lecturer. With a degree in English Language Teaching from the Instituto Superior de Ciências da Educação (ISCED) in Luanda (2016), Sara completed her master's degree in the same field in 2019. She is currently studying for a PhD in Education Sciences in the specialty of Curriculum Development at ISCED. This article aims to highlight the role of logic and language in the process of teaching and learning mathematics. It is of a qualitative nature and is configured as a bibliographical study, with the theoretical basis of Raymond Duval's registers of semiotic representations. The latter plays an important role in the transmission and assimilation of mathematical knowledge, facilitating the different operations that are carried out through the registers in relation to the different types of language, whether natural, arithmetic, algebraic, graphic or figurative. The method used was bibliographical research, which enabled a qualitative approach to be taken to the relationship between logic, language and the teaching and learning of mathematics. The study concluded, among other things, that in order to promote the learning of mathematics, students must be able to manipulate mathematical symbols and expressions appropriately.

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Author Biographies

Virgilinx Gustave, Universidade Estadual de Campinas, Brasil

PhD student in the Graduate Program in Teaching and History of Earth Sciences. At the Institute of Geosciences (IG) of the State University of Campinas (Unicamp). Master's in Science and Mathematics Education at the Federal University of South and Southeast Pará (UNIFESSPA 2021-2023). Degree in Educational Sciences in Mathematics and Physics from the Public University of the North in Cape-Haitian (UPNCH 2013-2017). General University Diploma (DEUG) in Educational Sciences, Mathematics / Physics option (UPNCH). Studied Agronomy at Notre Dame d'Haiti University (UNDH, 2017-2021), Bac +4 level. With experience as a teacher teaching mathematics and physics at primary and secondary levels from 2017 to 2021, and assistant professor at the University. Member of the research group PROLEM: Linguistic Processes in Mathematics Education

Valdomiro Pinheiro Teixeira Junior, Universidade Federal do Sul e Sudoeste do Pará

PhD in Science and Mathematics Education from the Federal University of Pará (UFPA). Adjunct Professor at the Federal University of South and Southeast Pará (UNIFESSPA), Marabá, Pará, Brazil.

Ilgentche Appolon, Universidade Federal do Rio de Janeiro, Brasil

PhD student in education at the Graduate Program in Education at the State University of Rio de Janeiro. He holds a degree in Psychopedagogy from the Public University of the North in Cap-Haïtien (2017). Master's in Education from the Graduate Program in Education (PPGE) at the Federal University of Mato Grosso (2019-2021). Professor of Childhood Psychology and Head of the Teaching Pedagogy Department at the Public University of the North in Cap-Haïtien (UPNCH), Haiti (2021-2023).PhD student in education at the Graduate Program in Education at the State University of Rio de Janeiro. He holds a degree in Psychopedagogy from the Public University of the North in Cap-Haïtien (2017). Master's in Education from the Graduate Program in Education (PPGE) at the Federal University of Mato Grosso (2019-2021). Professor of Childhood Psychology and Head of the Teaching Pedagogy Department at the Public University of the North in Cap-Haïtien (UPNCH), Haiti (2021-2023).

References

Blanché R. La logique et son histoire. Paris : Armand Colin. 1970.

Condillac, E. B. La langue des Calculs. Lille: Presses universitaires de Lille. Deledicq, A. Mathématiques 4ème. Paris: Cédic.1979.

Conseil Canadien sur l’Apprentissage. Carnet du savoir. Spécial : les étudiants possèdent-ils les compétences de base en écriture et en mathématiques dont ils ont besoin au moment de leur arrivée à l’université? 2005.

Dictionnaire. Trésor de la langue française informatisé (accédé en ligne). stella.atilf.fr/Dendien/scripts/tlfiv5/advanced.exe?8;s=3074976405; Acesso em 25/06/2022

Duval, R. Registres de représentation sémiotique et fonctionnement cognitif de la pensée. Annales de didactique et de sciences cognitives, 5, 37-65. 1993.

Duval, R. Transformations de représentations sémiotiques et démarches de pensée en mathématiques. In Actes du XXXIIe colloque COPIRELEM (pp. 67-89). 2006.

Duval, R. Comment apprendre à comprendre les mathématiques? International Journal of Studies in Mathematics Education, 10(2), 114-122. 2017.

Hache, C. Pratiques langagières des mathématiciens, une étude de cas avec" avec". Petit x, (97), 27-43. 2015.

MAURICE, B. D. L’apprentissage de la mathématique. Parlement de la Communauté française. http://www.uvgt.net/rapportmathbis.pdf. 2004. Acesso em 20/06/2022.

Mesnil, Z. Logique et langage dans la classe de mathématiques et la formation. 21ème Colloque de la CORFEM, Jun, Grenoble, France. Acesso em 10/07/2022 https://hal.archives-ouvertes.fr/hal-01570177. 2014.

MOISE LEUNG, D. Mathématiques et Illettrisme : comprendre et prévenir l’innumérisme. Mémoire de master 2 sur les métiers de l’enseignement, de l’éducation et de la formation. Institut national supérieur du professorat et de l’éducation. Université de la Réunion. La Réunion. 2020.

OCDE. Apprendre aujourd’hui, réussir demain. Premiers résultats de PISA 2003. Sur le site www.pisa.oecd.org. 2004. Acesso em 01/08/2022

REBIERE M. S’intéresser au langage dans l’enseignement des mathématiques, pour quoi faire ? Présentation de quelques concepts développés par le groupe de didacticiens du français de Bordeaux, in BRONNER A. et al. (Eds) (2013) Questions vives en didactique des mathématiques : problèmes de la profession d’enseignant, rôle du langage, La Pensée Sauvage, Grenoble. 2013.

RONCKART JP. L'activité langagière, la langue et le signe, comme organisateurs du développement humain, Langage et société, 121/122, 57-68. 2007.

Capa da Revista Científica do ISCED da Huíla

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Published

2024-09-10

How to Cite

Gustave, V., Teixeira Junior, V. P., & Appolon, I. (2024). Logic and Language in the Teaching and Learning of Mathematics. Scientific Journal of the ISCED-Huíla, 2(2). Retrieved from https://portalpensador.com/index.php/RCIH/article/view/650

Issue

Vol. 2 No. 2 (2021): Education: Educational Policies, Methodologies and Processes

Section

ARTIGOS

License

Este artigo está licenciado sob a licença: Creative Commons Attribution-NonCommercial 4.0 International License. Ao submeter o manuscrito o autor está ciente de que os direitos de autor passam para a Revista Científica do ISCED-Huíla.