Semantic Feature Analysis 1

Module 5 Application Assignment

Semantic Feature Analysis

Samantha DiMatteo

Marygrove College

Semantic Feature Analysis

 Semantic Feature Analysis 2

Version 2

Equation Has Has Has a Has an Has a Has a Passes

Positiv Negati Slope Undefin Non- Non- Through
e ve of ed Zero X- Zero Y- the
Slope Slope Zero Slope Intercep Intercep Origin
t t
(1) x= y+2 X X X
(2) X X X
y=4 x+2
(3) X X X
y=1/2 x +2
(4) y=3+ x X X X
(5) x5=2 X X
(6) y=2 X X
(7) x=2 y4 X X X
(8) x y=7 X X X
(9) y=35 x X X X

(1) x=-
x y y+2 y=-x+2
-4 6
-2 4
0 2
2 0
4 -2
Semantic Feature Analysis 3

(2) y=- 4x+2

x y
-4 18
-2 10
0 2
2 -6
4 -14

(3) y=- 1/2x+2

x y
-4 4
-2 3
0 2
2 1
4 0

(4) y=- x y 3+x y=x-3

-4 -7
-2 -5
0 -3
2 -1
4 1
Semantic Feature Analysis 4

(5) x-5=2 x=7

x y
7 -4
7 -2
7 0
7 2
7 4

(6) y=-2
x y
-4 -2
-2 -2
0 -2
2 -2
4 -2

(7) x=2y- 4 y=1/2x+2

x y
-4 0
-2 1
0 2
2 3
4 4
Semantic Feature Analysis 5

(8) x-y=- 7 y=x+7

x y
-4 3
-2 5
0 7
2 9
4 11

(9) y=3- 5x y=-5x+3

x y
-4 23
-2 13
0 3
2 -7
4 -12
Semantic Feature Analysis 6

Completing the semantic feature analysis task allowed me to identify

important components of linear functions that were represented in various

ways. Gay and Keith (2002) explain, In mathematics, students reason,

analyze, and compare as they study many topics (p. 146). I was able to use

mathematical reasoning to express each equation in slope-intercept form.

Van de Walle, Karp, & Bay-Williams (2013) explain, Powerful understandings

occur when they identify connections between representations (p. 262).

Additionally, I represented each equation both graphically and using a table

of values. This allowed me to easily identify the slope and the y-intercept of

the function, and therefore appropriately categorize each function on the

semantic chart that was provided.

Completing this activity would help to enhance my conceptual

understanding of how the slope and intercepts of linear equations can

fluctuate depending on each value of the equation. I feel that equations that

pass through the origin should have also been included in this activity. Its

important to expose students to a wide variety of linear equations that yield

positive, negative, undefined, and slopes of zero as well as intercepts that

pass through different values on the x and y axis, including the origin.

This activity could be used across the mathematics curriculum to help

students categorize mathematical ideas, think logically, and apply new

mathematical terms. I would love to incorporate a semantic feature analysis

into my Geometry curriculum. A big part of this course encourages students

to categorize shapes according to their properties, and this would be an

excellent way to help students gain a clearer understanding of the similarities

Semantic Feature Analysis 7

and differences between shapes. Specifically, I would like to use it for our

upcoming unit on quadrilaterals. The left side of the chart could indicate the

shape (i.e. rectangle, rhombus, parallelogram, square, and trapezoid) and

then the categories above could specify the different properties that exist

within these shapes (i.e. four sides, opposite sides are parallel, all sides are

congruent, diagonals are congruent, diagonals bisect each other, sum of

interior angles is 360etc). I typically use an Euler diagram to help students

compare the properties of quadrilaterals, but I am convinced that using the

semantic feature analysis who be a stronger tool in helping students to

identify such relationships. Gay and Keith (2002) state, The semantic

feature analysis can be used in several ways for different purposes (p. 147).

This activity emphasized a comparison amongst linear equations, however

there are infinite possible uses for this activity as it can be designed to

support any curriculum.

Semantic Feature Analysis 8

Resources

Gay, A. S., & Keith, C. J. (2002). Reasoning about linear equations.

Mathematics Teaching in the Middle School, 8(3), 146-148.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary

and middle school mathematics methods: Teaching developmentally (8th
ed.). Pearson: Boston.