Exploring the linguistic factors influencing concept identification

ABSTRACT

This study investigates how the semantic differences, if any, in the Arabic and Hebrew terms for “tangent line” and “rectangle” affect students’ understanding and application of these concepts, as evidenced by their definitions, identification of examples, and explanations given during performance test tasks. We conduct our research with Arabic and Hebrew-speaking high school students enrolled in mathematics classes in Israel. Our goal is to explore how language influences how students define and recognize concepts and examples of geometric shapes. Specifically, we examine how the specific meaning associated with concept names in Arabic and Hebrew impacts the process of defining and identifying these mathematical concepts examples, including the reasoning students use for examples identification.

KEYWORDS:

• Mathematics
• geometry
• concept examples’ identification
• semantic sense
• Arabic
• Hebrew

Acknowledgments

Many thanks to Dr. Manar Kawasmi for editing and proofreading the article.

Disclosure statement

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

Data availability statement

The data that support the findings of this study are available on request from the corresponding author.

Ethical approval

The authors fulfilled all ethical responsibilities of authors applicable to this journal.

Notes

1. This exercise was based on an exercise developed by Vinner (1991).

2. This exercise was adapted from a similar exercise utilized by Haj-Yahya and Hershkowitz (2013).

Additional information

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Notes on contributors

Aehsan Haj-Yahya

Aehsan Haj-Yahya holds a Bachelor’s degree in Mathematics and Computer Science, complemented by two additional degrees in Teaching Mathematics. With a wealth of experience, Aehsan has dedicated years to teaching mathematics in high schools and leading as a coordinator for the subject. Transitioning to academia, he has spent over a decade instructing prospective teachers in teacher training colleges, specializing in mathematical education.

Hussam Arisha Haj-Yahya

Hussam Arisha Haj-Yahya is a seasoned educator with a Bachelor’s degree in Mathematics and Statistics, along with an advanced degree in Mathematics. For nearly a quarter of a century, Hussam has been shaping future educators’ minds at teacher training colleges. His extensive repertoire includes teaching a spectrum of courses such as linear algebra, grouptheory, and various branches of calculus.