Author： Easdown David
Publisher： Taylor & Francis Ltd
ISSN： 1464-5211
Source： International Journal of Mathematical Education in Science and Technology, Vol.40, Iss.7, 2009-01, pp. : 941-949
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Abstract
This article discusses a variety of examples in errors in mathematical reasoning, the source of which is due to the tension between the syntax (form of mathematical expression) and semantics (underlying ideas or meaning). This article suggests that the heightened awareness of syntactic and semantic reasoning, and the consequent resolution of the tension and errors in particular cases, may lead to enhanced mathematics learning outcomes, robustness and creativity.
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