期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2019
卷号：15
期号：12
页码：1-18
DOI：10.29333/ejmste/110490
出版社：Pamukkale Univ Dept Sci Education
摘要：Meaning and understanding are didactic notions appropriate to work on concept
comprehension, curricular design, and knowledge assessment. This document aims to
delve into the meaning of school mathematical concepts through their semantic
analysis. This analysis is used to identify and establish the basic meaning of a
mathematical concept and to value its understanding. To illustrate the study, we have
chosen the trigonometric notions of sine and cosine of an angle. The work exemplifies
some findings of an exploratory study carried out with high school students between
16 and 17 years of age; it collects the variety of emergent notions and elements related
to the trigonometric concepts involved when answering on the categories of meaning
which have been asked for. We gather the study data through a semantic questionnaire
and analyze the responses using an established framework. The subjects provide a
diversity of meanings, interpreted and structured by semantic categories. These
meanings underline different understandings of the sine and cosine, according to the
inferred themes, such as length, ratio, angle and the calculation of a magnitude.
关键词：meaning; non-compulsory secondary education; semantic analysis;
understanding of a mathematical concept
