# Mathematical Discourses on Propositional Equivalence: An Exploration through the Commognitive Lens

### Abstract

This paper describes the mathematical learning of purposively sampled second-year Bachelor of Secondary Education mathematics majors from a state university in Bulacan province on propositional equivalence concept within the Logic and Set Theory course via a commognitive lens. This small-scale study employed exploratory qualitative research with one class recording, one focus group, and select activity outputs. Four participants in the focus group were sampled based on commognitive conflict occurrences. The teacher-researcher operated as a co-participant in the mathematical discourse. The dean's approval and participants' informed consent were observed, explaining the research objectives and confidentiality scope. The findings present accounts and descriptions of participants' mathematical discourses through the commognitive lens: word use, visual mediators, endorsed narratives, and routine practices that describe Logic and Set Theory discourses on the propositional equivalence concept from a participationist's learning standpoint.

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**Asian Journal of Research in Education and Social Sciences**, [S.l.], v. 4, n. 2, p. 162-174, aug. 2022. Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/18658>. Date accessed: 05 oct. 2023.