A. R. Aguilar, Emma C. Gargroetzi, L. Zummo, Emma Bene
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Abstract
within a larger political dialogue. We also attempt to rewrite part of one student composition using school mathematical symbolic logic, reviewing what in the student’s message is no longer present in the school mathematical analogue and why. We conclude by encouraging practitioners to explore with their students various instances in which they can challenge the idea that numerical or school-mathematical symbolic writing is a superior means of communicating ideas.
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