How Does Notational Competence Affect Student Understanding and Performance in Mathematics?

Geteregechi, Joash Mochogi; Miheso-O’connor, Marguerite; Ondigi, Samson R.

dc.contributor.author	Geteregechi, Joash Mochogi
dc.contributor.author	Miheso-O’connor, Marguerite
dc.contributor.author	Ondigi, Samson R.
dc.date.accessioned	2020-07-07T09:14:45Z
dc.date.available	2020-07-07T09:14:45Z
dc.date.issued	2015
dc.identifier.uri	https://ir-library.ku.ac.ke/handle/123456789/18300
dc.identifier.uri	http://kerd.ku.ac.ke/123456789/1644
dc.description	Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015	en_US
dc.description.abstract	This language makes use of notations and symbols in unique ways that require thorough understanding by those studying it. This study was designed to measure how student mastery of the notations relates to their performance in mathematics. The study used a correlational study design where competence in notations was correlated with performance. Competence in notations and performance in mathematics were measured using tests designed to measure the two. The findings indicate that student mastery of notations highly correlates with their performance in the subject thus recommending that they should be taken more seriously by teachers and authors of mathematics textbooks.	en_US
dc.language.iso	en	en_US
dc.publisher	Kenyatta University	en_US
dc.subject	Mathematical Notation	en_US
dc.subject	Mathematical Language	en_US
dc.subject	Symbolism	en_US
dc.subject	Notational Competence	en_US
dc.subject	Mathematics Performance	en_US
dc.title	How Does Notational Competence Affect Student Understanding and Performance in Mathematics?	en_US
dc.type	Presentation	en_US