TY - JOUR
T1 - Author Correction
T2 - Assessing the Influence of Syntax, Semantics, and Pragmatics in Student Interpretation of Multiply Quantified Statements in Mathematics (International Journal of Research in Undergraduate Mathematics Education, (2020), 6, 1, (1-22), 10.1007/s40753-019-00097-2)
AU - Dawkins, Paul Christian
AU - Roh, Kyeong Hah
N1 - Publisher Copyright:
© 2019, Springer Nature Switzerland AG.
PY - 2020/4
Y1 - 2020/4
N2 - The original version of this article unfortunately contained two instances where the task names are mislabeled by switching the abbreviations “EA” and “AE.” Under “Rates of Normative Construal” in the “Results” section, second paragraph, fourth sentence, the sentence should be written as: First, this pattern may confirm our hypothesis about theMaxim of Relation, namely that students were less likely to construct the normative construal when its meaning was either uninteresting (the AE function statement) or patently false (the EA geometry statement). Under “Rates of Normative Construal” in the “Results” section, fourth paragraph, first sentence, the sentence should be written as: A third pattern we observe in Fig. 3 is that on the posttest the rate of normative construal greatly increased for the more difficult statements (function AE and geometry EA), resulting in a more consistent rate of normative construal across group and context.
AB - The original version of this article unfortunately contained two instances where the task names are mislabeled by switching the abbreviations “EA” and “AE.” Under “Rates of Normative Construal” in the “Results” section, second paragraph, fourth sentence, the sentence should be written as: First, this pattern may confirm our hypothesis about theMaxim of Relation, namely that students were less likely to construct the normative construal when its meaning was either uninteresting (the AE function statement) or patently false (the EA geometry statement). Under “Rates of Normative Construal” in the “Results” section, fourth paragraph, first sentence, the sentence should be written as: A third pattern we observe in Fig. 3 is that on the posttest the rate of normative construal greatly increased for the more difficult statements (function AE and geometry EA), resulting in a more consistent rate of normative construal across group and context.
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U2 - 10.1007/s40753-019-00105-5
DO - 10.1007/s40753-019-00105-5
M3 - Comment/debate
AN - SCOPUS:85188569325
SN - 2198-9753
VL - 6
SP - 145
JO - International Journal of Research in Undergraduate Mathematics Education
JF - International Journal of Research in Undergraduate Mathematics Education
IS - 1
ER -