Contemplating symbolic literacy of first year mathematics students

Abstract

Analysis of mathematical notations must consider both syntactical aspects of symbols and the underpinning mathematical concept(s) conveyed. We argue that the construct of ‘syntax template’ provides a theoretical framework to analyse undergraduate mathematics students’ written solutions, where we have identified several types of symbol-related errors. A focus on syntax templates may address the under-developed symbol sense of many tertiary mathematics students, resulting in greater mathematics success, and with the potential to improve retention rates in mathematics