Mar 12 2008
Week 3 – Mathematical Language
Week 3 – Mathematical Language
In my week 2 post I had a bit of a hissy-fit to the reading, due to it going on about some words that are used in maths that have another meanings in the English language. Reflecting on my aggravation I now articulate my disagreement with the authors.
In times past, mathematic classes were a series of algorithms that students were required to learn. Whether students understood the meaning of them or how to apply them in their real life was not considered, just doing the algorithm and getting correct answers was considered being good at math.
In recent years this has changed. Educators have termed “Numeracy”, meaning applying mathematical knowledge to solve real life problems at home, in work situations and in society in general. A successful math student is now considered one who can understanding math to a point where real life application and communication is possible. This is a major shift in thinking on the part of mathematic educators.
The NSW BOS have a major part of their program focused on this and have termed it “Working Mathematically”. This is where students demonstrate their math understanding. This shift has been a great idea which has generally been embraced by mathematics education universal, however there is a but and it is a BIG BUT - Language!
The language required to ask a question to determine mathematical understanding is wordy, ambiguous and cumbersome. These questions require students to have good English and comprehension skills. Math questions thus become firstly an English exercise before a student can get to the maths component of the question! Ascertaining a students “Numeracy” is clouded by their “Literacy”, or lack of.
So my hissy-fit last week was actually disagreeing with the authors that students are confused by individual words, which I believe are explained and understood adequately, rather, students are actually confused by trying to comprehend the wordy questions. Yes I agree that student comprehension can be a problem, but due to language structure and not regarding individual word meanings.
NSW DET Numeracy: http://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/numeracy/what/index.htm
NSW DET Literacy: http://www.curriculumsupport.education.nsw.gov.au/policies/literacy/index.htm
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I agree with your explanation of this difficulty. I think that words have many and varied uses, not just in maths, and that most kids can pick up on these uses. I’m not saying these differences shouldn’t be highlighted or taught but I don’t feel they can be blamed for the difficulties of ‘wordy’ math problems.