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{{Textbox|boxtype=neutral|header=|text=The set P of all subsets of the set {1,…,10}, which are disjoint to the set {1,…,5}.|icon=yes}} | {{Textbox|boxtype=neutral|header=|text=The set P of all subsets of the set {1,…,10}, which are disjoint to the set {1,…,5}.|icon=yes}} | ||
The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}. | The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}. | ||
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==Decoding work done == | |||
==Decoding work done== | |||
===Identification of bottleneck=== | ===Identification of bottleneck=== | ||
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===Sharing=== | ===Sharing === | ||
[[Lost in Language Comprehension]] | [[Lost in Language Comprehension]] | ||
Revision as of 16:05, 28 March 2025
Although mathematics makes extensive use of formal language, teaching mathematics involves using textual descriptions.
The set P of all subsets of the set {1,…,10}, which are disjoint to the set {1,…,5}.
The set P of all subsets of the set {1,…,10}, which are disjoint to the set {1,…,5}.
{{Textb
Decoding work done
Identification of bottleneck
Given statements in natural language involving set descriptions or quantifiers students find it difficult to formalize such statements, in particular if there is more than one quantifier involved.
Give specific example here
Description of mental tasks needed to overcome the bottleneck
Parsing[1] ... Good Enough Theory[2]
Modelling the tasks
....
Practice and Feedback
...
Anticipate and lessen resistance
...
Assessment of student mastery
...
Sharing
Lost in Language Comprehension
Researchers involved
Peter Riegler
Available Resources
See also
Notes
- ↑ Lost in Language Comprehension
- ↑ Good enough theory
References
