Notations Across Cultures for Teaching


This paper reports about the census of mathematical notations, an initiative to collaboratively observe the diverging mathematical notations across cultures and languages. The census is the starting point for a type of learning activity for which multiple scientific evidence is available: the activity of inventing mathematical notations so as to stimulate the representation competencies. We explore the ingredients of such a learning activity and how the census helps stimulating it; we detail extensions of the census so as to serve the invented notations activities.


, 2011