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<p>Symbolism is commonplace in mathematics text. This case study investigated primary preservice teachers’ knowledge and understanding of selected mathematical codes and conventions, including symbolism used in middle years of schooling. Data were gathered from 23 primary preservice teachers who were enrolled in the Graduate Diploma program at one Australian university. The preservice teachers volunteered to participate in a series of learning sessions focused on their understanding of mathematical text. The paper argues that understanding of mathematical codes and conventions is a necessary component of mathematical literacy. Mathematics teachers, and teachers of many other STEM subjects, require knowledge of the complexities that mathematical symbolism introduces into learning, to enable them to aid their students’ learning. With reference to curricula in United States and Australia, the article draws readers’ attention to the diversity of codes and conventions used in mathematics, and in various other STEM subjects. Related difficulties that learners may experience are discussed, together with several teaching and learning suggestions.</p>

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Greek or what? Challenges presented by mathematical codes and conventions

  • 期刊论文

  • 发表日期：

    2026年3月9日

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  • Lorna Quinnell,
  • Radha Iyer

摘要

Symbolism is commonplace in mathematics text. This case study investigated primary preservice teachers’ knowledge and understanding of selected mathematical codes and conventions, including symbolism used in middle years of schooling. Data were gathered from 23 primary preservice teachers who were enrolled in the Graduate Diploma program at one Australian university. The preservice teachers volunteered to participate in a series of learning sessions focused on their understanding of mathematical text. The paper argues that understanding of mathematical codes and conventions is a necessary component of mathematical literacy. Mathematics teachers, and teachers of many other STEM subjects, require knowledge of the complexities that mathematical symbolism introduces into learning, to enable them to aid their students’ learning. With reference to curricula in United States and Australia, the article draws readers’ attention to the diversity of codes and conventions used in mathematics, and in various other STEM subjects. Related difficulties that learners may experience are discussed, together with several teaching and learning suggestions.