Textual descriptions in mathematics - Revision history

Riegler: Changed categories.

2025-04-22T16:33:54Z

Changed categories.

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	[[Category:Modeling]]		[[Category:Modeling]]
	[[Category:Practice]]		[[Category:Practice]]
			[[Category:Decoding Interview]]

Riegler: Changed categories.

2025-04-22T16:29:30Z

Changed categories.

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	[[Category:Bottleneck]]		[[Category:Bottleneck]]
	[[Category:Modeling]]		[[Category:Modeling]]
			[[Category:Practice]]

Riegler: Changed categories.

2025-04-22T16:29:06Z

Changed categories.

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	[[Category:Predicate logic]]		[[Category:Predicate logic]]
	[[Category:Bottleneck]]		[[Category:Bottleneck]]
			[[Category:Modeling]]

Riegler: -typos

2025-04-22T15:48:59Z

-typos

Riegler: saving work

2025-04-22T15:40:52Z

saving work

← Older revision		Revision as of 17:40, 22 April 2025
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	{{Textbox\|boxtype=important\|header=Change lemma\|text=--> Parsing textual descriptions in mathematics\|icon=yes}}		{{Textbox\|boxtype=important\|header=Change lemma\|text=--> Parsing textual descriptions in mathematics\|icon=yes}}

	'''Parsing''' textual description is a grammar based strategy for analyzing statements in order to understand them. Although mathematics makes extensive use of formal language, it also represent statements as '''textual descriptions'''. While experts do, students tend to not parse textual descriptions even if ~~the can~~ do so in other contexts.		'''Parsing''' textual description is a grammar based strategy for analyzing statements in order to understand them. Although mathematics makes extensive use of formal language, it also represent statements as '''textual descriptions'''. While experts do, students tend to not parse textual descriptions even if they are able to do so in other contexts.

	==Decoding work done==		==Decoding work done==
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	{{Textbox\|boxtype=neutral\|header=\|text=The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.\|icon=yes}}		{{Textbox\|boxtype=neutral\|header=\|text=The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.\|icon=yes}}

	In order to make sense of this statement one has to understand how all its entities relate to each other. In particular this involves the question to ~~what nount~~ the relative pronoun "which" refers to. This could be ~~"set ''P''", "all subsets" or "the set {1,...,10}" in~~ the main clause. Students tyipcally find it hard to decide<ref name=":0">Riegler, Peter (2019): [[Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise]]. In: Proceedings of EuroSoTL19: Exploring new fields through the scholarship of teaching and learning, Bilbao, pp. 685-691.</ref> while experts use their grammatical knowledge about languages to decide:		In order to make sense of this statement one has to understand how all its entities relate to each other. As is often the case, here this can be done by only using grammatical (rather than semantic) information. In particular this involves the question to which noun the relative pronoun "which" refers to. This could be the phrases

	~~The relative pronoun~~ "~~which~~" ~~needs to refer to a plural noun as indicated by the verb~~ "~~are". This rules out~~ all ~~possibilities except~~ "~~all subsets~~"~~. Therefore the relative clause qualifies the subsets to be disjonint to~~ the set {1,...,5}.		* "set ''P''",
			* "all subsets" or
			* "the set {1,...,10}"

			in the main clause. Students typically find it hard to decide<ref name=":0">Riegler, Peter (2019): [[Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise]]. In: Proceedings of EuroSoTL19: Exploring new fields through the scholarship of teaching and learning, Bilbao, pp. 685-691.</ref> while experts use their grammatical knowledge about languages to decide (as revealed in a [[Step 2 - Decoding Interview\|Decoding interview]]):

			The relative pronoun "which" needs to refer to a plural noun as indicated by the verb "are". This rules out all stated possibilities except "all subsets". Therefore the relative clause qualifies the subsets to be disjonint to the set {1,...,5}.

	~~The set''P''~~ of ~~all subsets~~ of ~~the set {1,…,10}, '''which''' are disjoint~~ to ~~the set {1,…,5}~~.		It is worth noting that in this particular example experts exlusively use grammatical information. No semantic knowledge of mathematics is needed. In constrast to that students seem to rely on semantic experience when relating parts of a sentence to each other.

			The different approaches of novices and experts are well aligned with the findings of Good Enough (GE) Theory in Psycholinguistics. It is in contrast to traditional theories of language comprehension which assume that sentence processing is algorithmic and based in grammar. GE posits that human beingsdo not necessarily make use of syntactic structure, inparticular when it comes to more complex sentences. They tend to use a semantic heuristic rather than syntactic algorithms such as parsing to obtain the meaning of more difficult sentences. This approach, however, is futile for learners as they cannot yet have access to semantic heuristics.

	The different approaches of novices and experts are well aligned with the findings of Good Enough Theory in Psycholinguistics which posits that human ~~beings~~ tend to use

	~~Interview at DiZ~~

	===Step 3: Modelling the tasks ===		===Step 3: Modelling the tasks ===
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	(D) to something else not mentioned in (A)-(C)		(D) to something else not mentioned in (A)-(C)

	(E) This is no unambiguous answer to this question.\|icon=yes}}		(E) This is no unambiguous answer to this question.\|icon=yes}}At a certain point during Peer Instruction students will explain their reasoning to their neighbors. Most likely, some students will bring up the idea of parsing, possibly not named such. The modelling will then be done by one of theses students. Of course instructors can complement this by modelling how they parse.

	===Step 4: Practice and Feedback===		===Step 4: Practice and Feedback===
	...		The activity described in [[Textual descriptions in mathematics#Step 3: Modelling the task\|Step 3]] above as well as the activities described in [[Textual descriptions in mathematics#Step 5: Anticipate and lessen resistance\|Step 5]] below allow students to practice parsing and to receive feedback.

	===Step 5: Anticipate and lessen resistance===		===Step 5: Anticipate and lessen resistance===
	...		Parsing textual description of mathematics involves skills which students are more likely to attribute to language education than mathematics. In particular in STEM disciplines students might have uneasy memories about their language education. Hence, simply asking students to use skills taught earlier to them in secondary school might trigger emotional blockage. Note that the Modelling task described above avoids this as there is no need for the instructor to do so. Students able to parse will explain to their fellow students how to do it. Doing so, they typically do not refer to language education.

			Possible resistance can be further lessend by group activities like the following:

			What or who is lukized, i.e. what is “lukized” referring to?

			1. The montillation of quasselties which are lukized has been bractered.

			2. The montillation of quasselties which is lukized has been bractered.

			3. The montillations of quasselties which are lukized have been bractered.

			They can be used to show students that they are able to parse in situation where they do not have any semantic information.

	===Step 6: Assessment of student mastery===		===Step 6: Assessment of student mastery===
	...		Assessment of student mastery can be easily done by using items similar to that shown in [[Textual descriptions in mathematics#Step 3: Modelling the task\|Step 3]] above.

	===Step 7: Sharing===		===Step 7: Sharing===

Riegler: saving work

2025-04-22T14:36:15Z

saving work

← Older revision		Revision as of 16:36, 22 April 2025
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	{{Textbox\|boxtype=neutral\|header=\|text=The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.\|icon=yes}}		{{Textbox\|boxtype=neutral\|header=\|text=The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.\|icon=yes}}

	In order to make sense of this statement one has to understand how all its entities relate to each other. In particular this involves the question to what nount the relative pronoun "which" refers to. This could be "set ''P''", "all subsets" or "the set {1,...,10}" in the main clause. Students tyipcally find it hard to decide[~~http~~:~~//www~~.~~decodingthedisciplines~~.~~de/wiki/Textual_descriptions_in_mathematics?veaction=edit <nowiki>[1]~~</~~nowiki~~>] while experts use their grammatical knowledge about languages to decide:		In order to make sense of this statement one has to understand how all its entities relate to each other. In particular this involves the question to what nount the relative pronoun "which" refers to. This could be "set ''P''", "all subsets" or "the set {1,...,10}" in the main clause. Students tyipcally find it hard to decide<ref name=":0">Riegler, Peter (2019): [[Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise]]. In: Proceedings of EuroSoTL19: Exploring new fields through the scholarship of teaching and learning, Bilbao, pp. 685-691.</ref> while experts use their grammatical knowledge about languages to decide:

	The relative pronoun "which" needs to refer to a plural noun as indicated by the verb "are". This rules out all possibilities except "all subsets". Therefore the relative clause qualifies the subsets to be disjonint to the set {1,...,5}.		The relative pronoun "which" needs to refer to a plural noun as indicated by the verb "are". This rules out all possibilities except "all subsets". Therefore the relative clause qualifies the subsets to be disjonint to the set {1,...,5}.



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	===Step 3: Modelling the tasks ===		===Step 3: Modelling the tasks ===
	An activity suggested in ~~[http~~:/~~/www.decodingthedisciplines.de/wiki/Textual_descriptions_in_mathematics?veaction=edit <nowiki>[1]</nowiki~~>] asks students to answer the following question in a [[wikipedia:Peer_instruction\|Peer Instruction]] setting:		An activity suggested in <ref name=":0" /> asks students to answer the following question in a [[wikipedia:Peer_instruction\|Peer Instruction]] setting:

	{{Textbox\|boxtype=neutral\|header=\|text=Consider the following description of a set: The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…5}. Which phrase does the relative pronoun “'''which'''” refer to?		{{Textbox\|boxtype=neutral\|header=\|text=Consider the following description of a set: The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…5}. Which phrase does the relative pronoun “'''which'''” refer to?

Riegler: saving work

2025-04-22T14:32:56Z

saving work

← Older revision		Revision as of 16:32, 22 April 2025
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	==Decoding work done==		==Decoding work done==

	===Identification of bottleneck===		===Step 1: Identification of bottleneck===
	Given mathematical statements in natural language students find it difficult to formalize such statements. This is especially the case for statements in predicate logic and set theory which involve more than one quantifier or if sets are nested, such as in		Given mathematical statements in natural language students find it difficult to formalize such statements. This is especially the case for statements in predicate logic and set theory which involve more than one quantifier or if sets are nested, such as in

	{{Textbox\|boxtype=neutral\|header=\|text=There is more than one bottleneck in mathematics which is difficult for all students in class.\|icon=yes}}		{{Textbox\|boxtype=neutral\|header=\|text=There is more than one bottleneck in mathematics which is difficult for all students in class.\|icon=yes}}
	{{Textbox\|boxtype=neutral\|header=\|text=The set P of all subsets of the set {1,…,10}, which are disjoint to the set {1,…,5}.\|icon=yes}}		{{Textbox\|boxtype=neutral\|header=\|text=The set ''P'' of all subsets of the set {1,…,10}, which are disjoint to the set {1,…,5}.\|icon=yes}}

	===Description of mental tasks needed to overcome the bottleneck===		===Step 2: Description of mental tasks needed to overcome the bottleneck===
	To illustrate the issue let's consider the following description of a set:		To illustrate the issue let's consider the following description of a set:
	{{Textbox\|boxtype=neutral\|header=\|text=The set P of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.\|icon=yes}}		{{Textbox\|boxtype=neutral\|header=\|text=The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.\|icon=yes}}

	In order to make sense of this statement one has to understand how all its entities relate to each other. In particular this involves the question to what nount the relative pronoun "which" refers to. This could be "set ''P''", "all subsets" or "the set {1,...,10}" in the main clause. Students tyipcally find it hard to decide[http://www.decodingthedisciplines.de/wiki/Textual_descriptions_in_mathematics?veaction=edit <nowiki>[1]</nowiki>] while experts use their grammatical knowledge about languages to decide:		In order to make sense of this statement one has to understand how all its entities relate to each other. In particular this involves the question to what nount the relative pronoun "which" refers to. This could be "set ''P''", "all subsets" or "the set {1,...,10}" in the main clause. Students tyipcally find it hard to decide[http://www.decodingthedisciplines.de/wiki/Textual_descriptions_in_mathematics?veaction=edit <nowiki>[1]</nowiki>] while experts use their grammatical knowledge about languages to decide:
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	The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.		The set''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.



	The different approaches of novices and experts are well aligned with the findings of Good Enough Theory in Psycholinguistics.		The different approaches of novices and experts are well aligned with the findings of Good Enough Theory in Psycholinguistics which posits that human beings tend to use

	~~===Modelling the tasks===~~		Interview at DiZ
	~~....~~

	===Practice and Feedback===		===Step 3: Modelling the tasks ===
			An activity suggested in [http://www.decodingthedisciplines.de/wiki/Textual_descriptions_in_mathematics?veaction=edit <nowiki>[1]</nowiki>] asks students to answer the following question in a [[wikipedia:Peer_instruction\|Peer Instruction]] setting:

			{{Textbox\|boxtype=neutral\|header=\|text=Consider the following description of a set: The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…5}. Which phrase does the relative pronoun “'''which'''” refer to?

			(A) “The set ''P''”

			(B) “subsets”

			(C) “the set {1,…,10}”

			(D) to something else not mentioned in (A)-(C)

			(E) This is no unambiguous answer to this question.\|icon=yes}}

			===Step 4: Practice and Feedback===
	...		...

	===Anticipate and lessen resistance===		===Step 5: Anticipate and lessen resistance===
	...		...

	===Assessment of student mastery===		===Step 6: Assessment of student mastery===
	...		...

	===Sharing===		===Step 7: Sharing===
	Decoding work on this issue has been published in [[Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise]].		Decoding work on this issue has been published in [[Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise]].

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	Peter Riegler		Peter Riegler

	~~==Available Resources==~~
	==See also==		==See also==

			* [[wikipedia:Sentence_processing\|Sentence processing]] on Wikipedia

	==References==		==References==
	<references />		<references />

Riegler: saving work

2025-04-22T14:25:19Z

saving work

← Older revision		Revision as of 16:25, 22 April 2025
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	===Identification of bottleneck===		===Identification of bottleneck===
	Given statements in natural language students find it difficult to formalize such statements. This is especially the case for statements in predicate logic and set theory which involve more than one quantifier or if sets are nested, such as in		Given mathematical statements in natural language students find it difficult to formalize such statements. This is especially the case for statements in predicate logic and set theory which involve more than one quantifier or if sets are nested, such as in

	{{Textbox\|boxtype=neutral\|header=\|text=There is more than one bottleneck in mathematics which is difficult for all students in class.\|icon=yes}}		{{Textbox\|boxtype=neutral\|header=\|text=There is more than one bottleneck in mathematics which is difficult for all students in class.\|icon=yes}}
	{{Textbox\|boxtype=neutral\|header=\|text=The set P of all subsets of the set {1,…,10}, which are disjoint to the set {1,…,5}.\|icon=yes}}		{{Textbox\|boxtype=neutral\|header=\|text=The set P of all subsets of the set {1,…,10}, which are disjoint to the set {1,…,5}.\|icon=yes}}

	In order to make sense of this statement one has to understand how all its entities relate to each other. In particular this involves the question to what nount the relative pronoun "which" refers to. This could be "set ''P''", "all subsets" or "the set {1,...,10}" in the main clause. Students tyipcally find it hard to decide[http://www.decodingthedisciplines.de/wiki/Textual_descriptions_in_mathematics?veaction=edit <nowiki>[1]</nowiki>] while experts use their grammatical knowledge about languages to decide:		===Description of mental tasks needed to overcome the bottleneck===
			To illustrate the issue let's consider the following description of a set:
			{{Textbox\|boxtype=neutral\|header=\|text=The set P of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.\|icon=yes}}

			In order to make sense of this statement one has to understand how all its entities relate to each other. In particular this involves the question to what nount the relative pronoun "which" refers to. This could be "set ''P''", "all subsets" or "the set {1,...,10}" in the main clause. Students tyipcally find it hard to decide[http://www.decodingthedisciplines.de/wiki/Textual_descriptions_in_mathematics?veaction=edit <nowiki>[1]</nowiki>] while experts use their grammatical knowledge about languages to decide:

	The relative pronoun "which" needs to refer to a plural noun as indicated by the verb "are". This rules out all possibilities except "all subsets". Therefore the relative clause qualifies the subsets to be disjonint to the set {1,...,5}.		The relative pronoun "which" needs to refer to a plural noun as indicated by the verb "are". This rules out all possibilities except "all subsets". Therefore the relative clause qualifies the subsets to be disjonint to the set {1,...,5}.
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	~~Give specific example here~~

	~~===Description of mental tasks needed to overcome the bottleneck===~~
	~~To illustrate the issue let's consider the following description of a set:~~
	~~{{Textbox\|boxtype=neutral\|header=\|text=The set P of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.\|icon=yes}}~~

	In order to make sense of this statement one has to understand how all its entities relate to each other. In particular this involves the question to what object the relative pronoun "which" refers to. This could be "set ''P''", "all subsets" or "the set {1,...,10}" in the main clause. Students tyipcally find it hard to decide<ref>Riegler, Peter (2019): [[Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise]]. In: Proceedings of EuroSoTL19: Exploring new fields through the scholarship of teaching and learning, Bilbao, 685-691</ref> while experts use their grammatical knowledge about languages to decide:

	~~...~~

	The different approaches of novices and experts are well aligned with the findings of Good Enough Theory in Psycholinguistics.		The different approaches of novices and experts are well aligned with the findings of Good Enough Theory in Psycholinguistics.

Riegler: saving work

2025-04-22T14:24:01Z

saving work

← Older revision		Revision as of 16:24, 22 April 2025
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	{{Textbox\|boxtype=neutral\|header=\|text=There is more than one bottleneck in mathematics which is difficult for all students in class.\|icon=yes}}		{{Textbox\|boxtype=neutral\|header=\|text=There is more than one bottleneck in mathematics which is difficult for all students in class.\|icon=yes}}
	{{Textbox\|boxtype=neutral\|header=\|text=The set P of all subsets of the set {1,…,10}, which are disjoint to the set {1,…,5}.\|icon=yes}}		{{Textbox\|boxtype=neutral\|header=\|text=The set P of all subsets of the set {1,…,10}, which are disjoint to the set {1,…,5}.\|icon=yes}}

			In order to make sense of this statement one has to understand how all its entities relate to each other. In particular this involves the question to what nount the relative pronoun "which" refers to. This could be "set ''P''", "all subsets" or "the set {1,...,10}" in the main clause. Students tyipcally find it hard to decide[http://www.decodingthedisciplines.de/wiki/Textual_descriptions_in_mathematics?veaction=edit <nowiki>[1]</nowiki>] while experts use their grammatical knowledge about languages to decide:

			The relative pronoun "which" needs to refer to a plural noun as indicated by the verb "are". This rules out all possibilities except "all subsets". Therefore the relative clause qualifies the subsets to be disjonint to the set {1,...,5}.


	The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.		The set ''P'' of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.

Riegler at 16:01, 5 April 2025

2025-04-05T16:01:45Z

← Older revision		Revision as of 18:01, 5 April 2025
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	{{Textbox\|boxtype=neutral\|header=\|text=The set P of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.\|icon=yes}}		{{Textbox\|boxtype=neutral\|header=\|text=The set P of all subsets of the set {1,…,10}, '''which''' are disjoint to the set {1,…,5}.\|icon=yes}}

	In order to ~~understand~~ this statement one has to understand how all its entities relate to each other. In particular this involves the question to what object the relative pronoun "which" refers to. This could be "set ''P''", "all subsets" or "the set {1,...,10}" in the main clause. Students tyipcally find it hard to decide<ref>Riegler, Peter (2019): [[Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise]]. In: Proceedings of EuroSoTL19: Exploring new fields through the scholarship of teaching and learning, Bilbao, 685-691</ref> while experts use their grammatical knowledge about languages to decide:		In order to make sense of this statement one has to understand how all its entities relate to each other. In particular this involves the question to what object the relative pronoun "which" refers to. This could be "set ''P''", "all subsets" or "the set {1,...,10}" in the main clause. Students tyipcally find it hard to decide<ref>Riegler, Peter (2019): [[Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise]]. In: Proceedings of EuroSoTL19: Exploring new fields through the scholarship of teaching and learning, Bilbao, 685-691</ref> while experts use their grammatical knowledge about languages to decide:

	...		...

← Older revision		Revision as of 17:48, 22 April 2025
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	It is worth noting that in this particular example experts exlusively use grammatical information. No semantic knowledge of mathematics is needed. In constrast to that students seem to rely on semantic experience when relating parts of a sentence to each other.		It is worth noting that in this particular example experts exlusively use grammatical information. No semantic knowledge of mathematics is needed. In constrast to that students seem to rely on semantic experience when relating parts of a sentence to each other.

	~~The~~ different approaches of novices and experts are well aligned with the findings of Good Enough (GE) Theory in Psycholinguistics. It is in contrast to traditional theories of language comprehension which assume that sentence processing is algorithmic and based in grammar. GE posits that human ~~beingsdo~~ not necessarily make use of syntactic structure, ~~inparticular~~ when it comes to more complex sentences. They tend to use a semantic heuristic rather than syntactic algorithms such as parsing to obtain the meaning of more difficult sentences. This approach, however, is futile for learners as they cannot yet have access to semantic heuristics.		These different approaches of novices and experts are well aligned with the findings of Good Enough (GE) Theory in Psycholinguistics.<ref>Ferreira, F., Bailey, K. G. D., and Ferraro, V. (2002). Good-enough representations in language comprehension. ''Curr. Dir. Psychol. Sci.'' 11, 11–15. doi: 10.1111/1467-8721.00158</ref> This theory is in contrast to traditional theories of language comprehension which assume that sentence processing is algorithmic and based on grammar. GE posits that human beings do not necessarily make use of syntactic structure, in particular when it comes to more complex sentences. They tend to use a semantic heuristic rather than syntactic algorithms such as parsing in order to obtain the meaning of more difficult sentences. This approach, however, is futile for learners as they cannot yet have access to semantic heuristics.

	===Step 3: Modelling the tasks ===		===Step 3: Modelling the tasks===
	An activity suggested in <ref name=":0" /> asks students to answer the following question in a [[wikipedia:Peer_instruction\|Peer Instruction]] setting:		An activity suggested in <ref name=":0" /> asks students to answer the following question in a [[wikipedia:Peer_instruction\|Peer Instruction]] setting:

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	(E) This is no unambiguous answer to this question.\|icon=yes}}At a certain point during Peer Instruction students will explain their reasoning to their neighbors. Most likely, some students will bring up the idea of parsing, possibly not named such. The modelling will then be done by one of theses students. Of course instructors can complement this by modelling how they parse.		(E) This is no unambiguous answer to this question.\|icon=yes}}At a certain point during Peer Instruction students will explain their reasoning to their neighbors. Most likely, some students will bring up the idea of parsing, possibly not named such. The modelling will then be done by one of theses students. Of course instructors can complement this by modelling how they parse.

	===Step 4: Practice and Feedback===		===Step 4: Practice and Feedback ===
	The activity described in [[Textual descriptions in mathematics#Step 3: Modelling the task\|Step 3]] above as well as the activities described in [[Textual descriptions in mathematics#Step 5: Anticipate and lessen resistance\|Step 5]] below allow students to practice parsing and to receive feedback.		The activity described in [[Textual descriptions in mathematics#Step 3: Modelling the task\|Step 3]] above as well as the activities described in [[Textual descriptions in mathematics#Step 5: Anticipate and lessen resistance\|Step 5]] below allow students to practice parsing and to receive feedback.

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	Parsing textual description of mathematics involves skills which students are more likely to attribute to language education than mathematics. In particular in STEM disciplines students might have uneasy memories about their language education. Hence, simply asking students to use skills taught earlier to them in secondary school might trigger emotional blockage. Note that the Modelling task described above avoids this as there is no need for the instructor to do so. Students able to parse will explain to their fellow students how to do it. Doing so, they typically do not refer to language education.		Parsing textual description of mathematics involves skills which students are more likely to attribute to language education than mathematics. In particular in STEM disciplines students might have uneasy memories about their language education. Hence, simply asking students to use skills taught earlier to them in secondary school might trigger emotional blockage. Note that the Modelling task described above avoids this as there is no need for the instructor to do so. Students able to parse will explain to their fellow students how to do it. Doing so, they typically do not refer to language education.

	Possible resistance can be further ~~lessend~~ by group activities like the following:		Possible resistance can be further lessened by group activities like the following:

	What or who is lukized, i.e. what is “lukized” referring to?		{{Textbox\|boxtype=neutral\|header=\|text=What or who is lukized, i.e. what is “lukized” referring to?

	1. The montillation of quasselties which are lukized has been bractered.		1. The montillation of quasselties which are lukized has been bractered.
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	2. The montillation of quasselties which is lukized has been bractered.		2. The montillation of quasselties which is lukized has been bractered.

	3. The montillations of quasselties which are lukized have been bractered.		3. The montillations of quasselties which are lukized have been bractered.\|icon=yes}}

	They can be used to show students that they are able to parse in situation where they do not have any semantic information.		They can be used to show students that they are able to parse in situation where they do not have any semantic information.

	===Step 6: Assessment of student mastery===		=== Step 6: Assessment of student mastery===
	Assessment of student mastery can be easily done by using items similar to that shown in [[Textual descriptions in mathematics#Step 3: Modelling the task\|Step 3]] above.		Assessment of student mastery can be easily done by using items similar to that shown in [[Textual descriptions in mathematics#Step 3: Modelling the task\|Step 3]] above.

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	==See also==		==See also==

	* [[wikipedia:Sentence_processing\|Sentence processing]] on Wikipedia		*[[wikipedia:Sentence_processing\|Sentence processing]] on Wikipedia

	==References==		==References==