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Language, and the learning of data modelling

entity. It is often difficult to grasp the meaning of a relational phenomenon, due to the fact that the instances of the entity are ‘‘no longer rooted in the original situation and must be formulated on a purely abstract plane, without reference to any concrete situation or impressions.’’ (Vygotsky, 1986, p141). Students S and T in Excerpt 1 are working on the crime registry. They have introduced a relational entity between denouncer and denouncement, which they have called denouncementregistration. They continue by considering the cardinality restrictions of the relationship between denouncer and denouncementregistration (lines 105 ff). Failing to recognise the meaning of the new abstract relational phenomenon, they conclude correctly that each denouncer can give many registrations (line 105), but also that a denouncementregistration can be made by several denouncers. This makes T conclude that they have yet another many-to-many relationship (line 120), which is supported by S (line 121). The two students do not seem to realise the difference between the semiconcrete phenomenon of denouncement and the relational phenomenon of denouncementregistration, and end up recursively generating relational phenomena from many-to-many relationships. The students do not seem to conceive the instances of denouncementregistration as physically existing objects. Hence this entity remains a generic concept that will relate to other entities in a generalised manner. It appears that the students do not consider each Conceptualization and Labelling as Challenges 151