How does notational competence affect student understanding and performance in mathematics?

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dc.contributor.authorGeteregechi, Joash Mochogi
dc.contributor.authorMiheso-O’Connor, Marguerite
dc.contributor.authorOndigi, S. R.
dc.date.accessioned2018-04-09T13:49:48Z
dc.date.available2018-04-09T13:49:48Z
dc.date.issued2015-07
dc.descriptionPresentationen_US
dc.description.abstractMathematics is a discipline that communicates using a highly specialized language. This language makes use of notations and symbols in unique ways that require thorough understanding by those studying it. This study was designed to measure how student mastery of the notations relates to their performance in mathematics. The study used a correlational study design where competence in notations was correlated with performance. Competence in notations and performance in mathematics were measured using tests designed to measure the two. The findings indicate that student mastery of notations highly correlates with their performance in the subject thus recommending that they should be taken more seriously by teachers and authors of mathematics textbooks. Key words: Mathematical Notation, Mathematical Language, Symbolism, Notational Competence and Mathematics Performance.en_US
dc.identifier.citationProceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18300
dc.language.isoenen_US
dc.subjectMathematical Notationen_US
dc.subjectMathematical Languageen_US
dc.subjectSymbolismen_US
dc.subjectNotational Competence and Mathematics Performanceen_US
dc.titleHow does notational competence affect student understanding and performance in mathematics?en_US
dc.typeThesisen_US
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