How Does Language Impact the Learning of Mathematics? Let Me Count the Ways

Abstract

The role that language plays in the teaching and learning of mathematics is one of some importance in the current literature in mathematics education. In this paper, I give particular attention to the manner in which teachers engage students in the exploration of mathematical concepts and procedures with the goal of revealing how language impacts students' learning. Through a series of examples of language commonly used in the mathematics classroom, I address specific issues pertaining to language used to describe mathematical processes, to read and interpret notation, and to define mathematical terms. Considering that communication is a key factor in the building of understanding, it is hoped that these examples will motivate teachers to examine and adapt their own practices in order to cultivate productive and meaningful mathematical discourse in their classrooms.

Okul Öncesi Öğretmen Adaylarının Köşeli Şekillere İlişkin Alan Bilgilerinin İncelenmesi

“…But, teachers' using mathematical language supports children's mathematical learning (Rudd, Lambert, Satterwhite, & Zaier, 2008) as a learning opportunity (Fırat & Dinçer, 2018;Whitman, 2015). And, mathematical language is seen as a communication tool for children to develop better mathematical understandings (Boulet, 2007). Teacher candidates efforts to simplify the mathematical (Gülteke, 2012).…”

“…başarıları arasında doğrudan bir ilişki vardır(Boulet, 2007; Rudd ve diğerleri, 2008). Araştırmanın sonuçlarına paralel olarak Cantürk-Günhan ve Çetingöz (2012) okul öncesi öğretmen adaylarının alan ve pedagojik alan bilgi düzeylerini belirlemek amacıyla yaptıkları bir çalışmada, öğretmen adaylarının geometrik şekillere ilişkin yaptıkları öğretimsel açıklamaların matematiksel dile uygun olmadığını belirtmişlerdir.…”

High School Students’ Language Related Struggles with Contextualized Differential Equations

“…Boulet [12] suggests that language comprehension deficits may inhibit the conceptual understanding of the problem because the conceptual and procedural fluency of the learner are constrained by language. An illustration of the influence of language in problem solving can be drawn from Selden and Selden's [13] description of the distinction between synthetic and analytic definitions in mathematics.…”

“…This is so because by articulating the principles, the concepts and rationale behind steps of the problem solving process, a learner has an opportunity to reinforce, and deepen his or her understanding of knowledge structures of given mathematics content as suggested by Huang et al [19]. Developing a profound understanding of students' language related difficulties would then allow the instructors to build an awareness of and become more sensitive to language related challenges which obturate concept development as suggested by Boulet [12]. Hence, this study examined students' interpretation of language and symbols used in learning differential equations.…”

Effects of the Medium of Instruction in Comprehending Mathematical Word Problems

“…Hence, it is primarily important that learners be taught in medium of instruction that feel comfortable to use. Boulet (2007) is of the opinion that in the field of mathematics education there is a clear awareness for the need to account for connections between language and mathematics. Boulet also states that in order for teachers to reveal the reasons behind mathematical procedures, it is imperative for them to make use of clear language.…”