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The use(s) of is in mathematics.

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Title: The use(s) of is in mathematics.
Authors: Dawkins, Paul Christian1 pdawkins@niu.edu, Inglis, Matthew2 M.J.Inglis@lboro.ac.uk, Wasserman, Nicholas3 wasserman@tc.columbia.edu
Source: Educational Studies in Mathematics. Feb2019, Vol. 100 Issue 2, p117-137. 21p.
Subject Terms: *Verbs, *Mathematics education, *Comparative grammar, *Comparative grammar education, Ambiguity, Corpora
Abstract: This paper analyzes some of the ambiguities that arise among statements with the copular verb "is" in the mathematical language of textbooks as compared to day-to-day English language. We identify patterns in the construction and meaning of "is" statements using randomly selected examples from corpora representing the two linguistic registers. We categorize these examples according to the part of speech of the object word in the grammatical form "[subject] is [object]." In each such grammatical category, we compare the relative frequencies of the subcategories of logical relations conveyed by that construction. Within some categories we observe that the same grammatical structure alternatively conveys different logical relations and that the intended logical relation can only sometimes be inferred from the grammatical cues in the statement itself. This means that one can only interpret the intended logical relation by already knowing the relation among the semantic categories in question. Such ambiguity clearly poses a communicative challenge for teachers and students. We discuss the pedagogical significance of these patterns in mathematical language and consider the relationship between these patterns and mathematical practices. [ABSTRACT FROM AUTHOR]
Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Studies+in+Mathematics%22">Educational Studies in Mathematics</searchLink>. Feb2019, Vol. 100 Issue 2, p117-137. 21p.
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  Data: This paper analyzes some of the ambiguities that arise among statements with the copular verb "is" in the mathematical language of textbooks as compared to day-to-day English language. We identify patterns in the construction and meaning of "is" statements using randomly selected examples from corpora representing the two linguistic registers. We categorize these examples according to the part of speech of the object word in the grammatical form "[subject] is [object]." In each such grammatical category, we compare the relative frequencies of the subcategories of logical relations conveyed by that construction. Within some categories we observe that the same grammatical structure alternatively conveys different logical relations and that the intended logical relation can only sometimes be inferred from the grammatical cues in the statement itself. This means that one can only interpret the intended logical relation by already knowing the relation among the semantic categories in question. Such ambiguity clearly poses a communicative challenge for teachers and students. We discuss the pedagogical significance of these patterns in mathematical language and consider the relationship between these patterns and mathematical practices. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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