The postsecondary teachers spoke of

The postsecondary teachers spoke ofBtranslation,^Bhow to write things usingsymbols,^orBtranslating symbolism when it is given.^In the latter case, they werereferring to those definitions that had been previously symbolized (in books, especially),noting that that was the form of writing to which they introduced their students.Individual WDMs emerged in relation to the way such translation should be conducted:for example, writing with mathematical symbolism andBgiving voice to it^—that is, byclarifying the meaning of all theBbits and pieces of the definition^(Corinne); or writingin everyday language and then translating this with mathematical symbols (Colin).Regardless of the particular WDM opted for, we are witnessing here to the idea oftranslation—namely, of a shift to a (mathematical) symbolic language to which studentsmust be provided an introduction. The teachers emphasized translation while also noting that students were not familiar with the writing involved and experienced difficulty with this symbolism