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Research in Mathematics Education Volume 16, 2014 - Issue 3
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Research papers

The role of symbols in mathematical communication: the case of the limit notation

Beste GüçlerKaput Center for Research and Innovation in STEM Education, University of Massachusetts Dartmouth, North Dartmouth, USACorrespondence[email protected]
Pages 251-268 | Published online: 10 Jul 2014

Citations (10)

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Read on this site (2)

Helena Johansson & Cecilia Kilhamn. (2022) From process to object in teachers’ introductory algebra discourse. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-17.
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Courtney Nagle, Tyler Tracy, Gregory Adams & Daniel Scutella. (2017) The notion of motion: covariational reasoning and the limit concept. International Journal of Mathematical Education in Science and Technology 48:4, pages 573-586.
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Articles from other publishers (8)

Irene Biza, Alejandro S. González-Martín & Alon Pinto. (2022) ‘Scaffolding’ or ‘Filtering’: A Review of Studies on the Diverse Roles of Calculus Courses for Students, Professionals and Teachers. International Journal of Research in Undergraduate Mathematics Education 8:2, pages 389-418.
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Paul Mutodi & Mogege Mosimege. (2021) Learning mathematical symbolization: conceptual challenges and instructional strategies in secondary schools. Bolema: Boletim de Educação Matemática 35:70, pages 1180-1199.
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Helena Johansson & Magnus Österholm. (2019) Objectification of upper-secondary teachers’ verbal discourse in relation to symbolic expressions. The Journal of Mathematical Behavior 56, pages 100722.
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Muhammet DORUK, Murat DURAN & Abdullah KAPLAN. (2018) Lisans Öğrencilerinin Limit Tanımını Yorumlama BecerileriInterpredations Skills of Undergraduate Students Towards the Definition of Limit. Sakarya University Journal of Education 8:1, pages 177-194.
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Mujiasih, S B Waluya, Kartono & Mariani. (2018) Growing geometric reasoning in solving problems of analytical geometry through the mathematical communication problems to state Islamic university students. Journal of Physics: Conference Series 983, pages 012159.
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Elçin Emre-Akdoğan, Beste Güçler & Ziya Argün. (2018) The Development of Two High School Students’ Discourses on Geometric Translation in Relation to the Teacher’s Discourse in the Classroom. EURASIA Journal of Mathematics, Science and Technology Education 14:5.
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Yusuke Shinno. (2016) Reification in the Learning of Square Roots in a Ninth Grade Classroom: Combining Semiotic and Discursive Approaches. International Journal of Science and Mathematics Education 16:2, pages 295-314.
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Beste Güçler. (2015) Making implicit metalevel rules of the discourse on function explicit topics of reflection in the classroom to foster student learning. Educational Studies in Mathematics 91:3, pages 375-393.
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