Interpreting difficulties in the learning of algebraic inequalities, as an emerging macro-phenomenon in Large Scale Assessment

ABSTRACT

In this paper we interpret pervasive difficulties with second degree inequalities as a macro-phenomenon emerging from Large Scale Assessment. In line with the theory of reification, we link common students’ difficulties to approaches they use that undermine the intertwining of processes and the ensuing emergent mathematical objects. To frame the movement from process to object, we network the theory of objectification with Duval’s semio-cognitive approach. We conclude that students’ difficulties can be traced back to a disruption of the dialectical movement between process and object. Thus, the students lose the link to meaning, rooted in mathematical activity, and handle semiotic transformations out of the object-sign relation. Such a phenomenon is conceived as a macro-phenomenon emerging from the Italian educational system.

KEYWORDS:

• Algebraic inequalities
• theory of objectification
• semio-cognitive approach

Acknowledgements

We would like to express our special thanks to the editor for his support, insightful suggestions, and critical reading and meticulous editing of our manuscript. We would like to thank also the reviewers for their valuable recommendations.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Interpretation kindly provided by one of the reviewers.

Additional information

Funding

This work was supported by Open Access Publishing Fund of the Free University of Bozen-Bolzano.