Abstract:
Using the example of de Moivre's theorem, we show that the ability to translate
between different representations of the same mathematical concepts is vital for
success in mathematics. Computer algebra systems have added another layer of
language and notational complexity, especially for students new to concepts. Student
answers to an examination question reveal that there is considerable difficulty in
telling a coherent story incorporating the rules of grammar and the use of
mathematical language and conventions. We analyse the role of spoken and written
language in mathematics lectures. We draw out some interesting contrasts between
written and spoken versions of the same material, which enable us to characterize
important differences between spoken and written language.
