Same-different judgments with alphabetic characters: The case of literal symbol processing

Learning mathematics requires fluency with symbols that convey numerical magnitude. Algebra and higher-level mathematics involve literal symbols, such as "x", that often represent numerical magnitude. Compared to other symbols, such as Arabic numerals, literal symbols may require more complex processing because they have strong pre-existing associations in literacy. The present study tested this notion using same-different tasks that produce less efficient judgments for different magnitudes that are closer together compared to farther apart (i.e., same-different distance effects). Twenty-four adolescents completed three same-different tasks using Arabic numerals, literal symbols, and artificial symbols. All three symbolic formats produced same-different distance effects, showing literal and artificial symbol processing of numerical magnitude. Importantly, judgments took longer for literal symbols than artificial symbols on average, suggesting a cost specific to literal symbol processing. Taken together, results suggest that literal symbol processing differs from processing of other symbols that represent numerical magnitude.

Same-Different Judgments with Alphabetic Characters: The Case of Literal Symbol Processing

Learning mathematics requires fluency with symbols that convey numerical magnitude. Algebra and higher-level mathematics involve literal symbols, such as "x", that often represent numerical magnitude. Compared to other symbols, such as Arabic numerals, literal symbols may require more complex processing because they have strong pre-existing associations in literacy. The present study tested this notion using same-different tasks that produce less efficient judgments for different magnitudes that are closer together compared to farther apart (i.e., same-different distance effects). Twenty-four adolescents completed three same-different tasks using Arabic numerals, literal symbols, and artificial symbols. All three symbolic formats produced same-different distance effects, showing literal and artificial symbol processing of numerical magnitude. Importantly, judgments took longer for literal symbols than artificial symbols on average, suggesting a cost specific to literal symbol processing. Taken together, results suggest that literal symbol processing differs from processing of other symbols that represent numerical magnitude.

METAPHORS IN JAVANESE MANTRA OF KIYAI PRADAH RITUAL CEREMONY

The objective of this study is to see the meaning of metaphors in traditional ceremony in Lodoyo named Kiyai Pradah. This study was ethnography that used qualitative approach. The focus of this study was metaphors identified from the Javanese mantras used for ritual ceremony of Kiyai Pradah in Lodoyo, Blitar. The metaphors were analyzed their literal symbols and their intended meaning based on the Javanese culture. Data were analyzed using category of methapors and interpreting the symbols into the intended meaning. This study concludes that metaphors used in Javanese mantras of Kiyai Pradah ritual consist of 20 kinds. The metaphors are categories into (1) complimentary metaphors, (2) predicative metaphors, and (3) sentential metaphors. The metaphors represent the Javanese teaching values that put respects and harmony among human beings, the ancestors, and God.

OS USOS FLEXÍVEIS DO CONCEITO DE VARIÁVEL NA EDUCAÇÃO BÁSICA: UM ESTUDO COM AS EQUAÇÕES DIOFANTINAS LINEARES

http://dx.doi.org/10.5902/2179460X14370In many curricular documents for Basic Education the variable concept is briefly quoted, seen as a paramathematics notion, intrinsic to the development of functions, without further references. This article aims to present and discuss the context of Linear Diophantine Equation as a possible theme to explore the flexible uses of the variable concept in algebraic education. The theoretical considerations is based upon Küchemann (1981), Usiskin (1995) and Ursini;Trigueros (2001), researchers who believe that variables can assume different roles: unknown, generalized number and in a functional relationship. In that scenary, the understanding of the variable concept pervades some potential ways. We were inspired at Content Analysis, described in Bardin (2004), as metodological referencial to search contexts that favour such framework. In preanalisys realized we consider the epistemology present on Diophantine Linear Equations theme as a possible way to explore the flexible uses of the variable concept. The analysis revealed that the Linear Diophantine Equations allow the acquisition of the following potentialities, expressed in Ursini and Trigueiros (2001): executing calculations and simple operations with the literal symbols; create a context of integration to the variables flexible uses; allow situating some advantages on the different uses of the variable concept.

A Foundation for Algebraic Reasoning In the Early Grades

For many adults, algebra means solving systems of equations; finding the value of an unknown; using the quadratic formula; or otherwise working within a system of formulas, equations, and literal symbols.

What Are These Things Called Variables?

We all know some of the problems that beginning algebra students have in working with literal symbols, or variables. Two articles in this journal (Herscovics and Kieran 1980; Rosnick 1981) have discussed certain difficulties related to variables and have offered suggestions for overcoming them.