Taking advantage of the different types of mathematical languages to promote students’ meaningful learning

Abstract

The low performance in mathematics of non-mathematics majors has forced institutions of higher education to implement different measures to address the problem. Many of these measures have focused on curriculum modifications. This study presents a methodological way of approaching the problem, using written exercises that combine the symbolic, natural and pictorial language to improve the mathematical learning of the students. These exercises promote the development of essential mathematical skills to achieve successful mathematical learning. In this paper, I describe one exercise and analyze the solutions of 28 students of Calculus 1 course, at the University of Costa Rica. The results suggest that the exercises allow to explore the benefits of the different mathematical languages, so that the students can make connections between knowledge and theoretical concepts.