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Abstract
Mathematics is an essential subject in the world of academics which makes use of symbols diagrams and words. Mathematics has borrowed a lot from the English language in its application. For instance, mathematics applies written English in various academic settings, and this serves to unify its applications (Bolling, 2011). However, non- English speaking countries have made translations that enable carrying out mathematical applications in their national languages. Examples of such countries include Russia and Germany.
Global use of English in mathematical, related problems and applications has been accepted without objections. Here, it is a requirement that students of mathematics must be able to communicate in English and be conversant with the vocabularies used in mathematics. This is because teaching and setting of mathematics examinations is done in English. In addition to this, students in mathematics classes should be able to understand all vocabularies used in mathematics.
Being conversant with mathematics vocabularies will enable students and other learners reason mathematically in their endeavors. They will learn to communicate in a mathematical manner after they have had a clear understanding of the vocabularies applied. Knowledge on mathematical vocabularies will provide students with a chance do mathematical problems with confidence. They will be fluent in carrying out calculations. Moreover, they will become proficient problem solvers. They will be able to investigate problems and use the information obtained to formulate mathematical equations. This will facilitate problem solving because issues will be addressed from a mathematical perspective.
This paper gives an overview on benefits associated with being able to understand mathematical vocabularies used in the field of mathematics. This will give a legitimate reason to have proficient knowledge in mathematical vocabularies or make attempts know them.
Case in Point
More often than not, students from a young age have difficulty in understanding various mathematics lingo. A good chunk of the language used in mathematics has its roots in Latin and ancient Greek. It therefore presents considerable challenge to learners especially those whose first language is not English. Even in situations where the students language is English, there are numerous cases, sometimes severe involving lack of understanding occasioned by difficulty in understanding math vocabulary. The following case in point illustrates this problem.
Bradshaw is a student in grade six who has challenges solving various math problems in regular math exercises as well as in exams. Despite his above average performance in other numerical subjects, Bradshaw has immense difficulty with the vocabulary of math. More often than not, Brad gets confused with confused by language in word problems. Though his teachers cannot pinpoint with precision where his problem as far as understanding math language lies, he seems not clueless when irrelevant information is included or when information is given out of sequence. Precisely, brad seems to have trouble learning or recalling abstract terms as used in the syllabus. Additionally, he has trouble in understanding directions as brought out by various mathematics vocabularies concerning the topic. Furthermore, it is clear from his behavior in class that he has problems in communicating and explaining anything to do with math including answering and asking questions both by him and teachers as well. From the results of take home assignments it is clear that Brad has difficulty in reading instruction texts that normally directs a students own learning. Compounding the problems that Brad has with math vocabulary is his inability to remember assigned values and/or definitions in specific problems especially algebra.
Key terms used in mathematics
Subtraction
This term as used in mathematics may be implied by the use of words like; difference, fewer, left, how much more, how many more and less. For instance, Scott bought apples for $5 and bananas for $4.5. How much less did the bananas cost?
Addition
This is implied by a numbers of terms such as total, sum, in all, both and add. It involves making aggregates.
Multiplication
This is defined by words such as times and at this rate. For instance, Sarah reads about 30 words per minute in English. At this rate, how many words will she read in 24 hours?
Division
This involves dividing and involves the use of words like each in construction of questions. For example, Ken has 35 oranges and 7 boxes. How many oranges should be packed in each box so that all the oranges are equally distributed?
Introduction
Mathematics has been applied in various subjects to solve real life problems in different situations. This has simplified the process of solving problems by those concerned in various sectors such as production and teaching. However, mathematics requires those applying it to understand the vocabularies that it uses. This will facilitate the formulation of equations that will be used in solving problems of concern. Hence, understanding mathematics vocabulary leads to successful application of mathematics in various issues. This paper looks at the benefits that are associated with the good understanding of vocabularies used in mathematics.
Mathematics vocabulary refers to words or even phrases that learners need to understand so that they can excel in mathematics. This would be necessary for all students including those at lower levels of learning and even those at a higher level of education. Students who are conversant with these phrases are likely to do well in the subject of mathematics. Definition of mathematics vocabularies facilitates implementation of mathematics teaching frameworks in various learning institutions (Ohnemus & Nebraska, 2010). In addition to this, understanding of mathematic vocabularies supports National Numeracy Strategies that have been set in various countries. Information on mathematics vocabulary is useful to many people who have an interest in learning activities. For instance, members of staff that are concerned with teaching English as an additional language in non-English speaking countries. Knowledge on mathematics vocabularies would also be beneficial to class teachers, exceptional needs teachers or assistants and classroom assistants working with students in mathematics related subjects. It would also be useful, for parents and guardians supporting or assisting children in doing mathematical related assignments.
Failure to understand mathematical vocabularies would lead to failure of students in mathematics or other subjects that encompass mathematics aspects in them. Inadequate knowledge in mathematical vocabularies is reflected in students in various ways that are performance related (Steedly, 2008). For instance, students may fail to respond to questions during lessons or even fail to answer questions given to them. Another indication of inadequate knowledge in mathematical vocabulary would be shown when students cannot attempt tasks given to them by teachers or teaching assistants. Moreover, the most appropriate way of evaluating the level of knowledge in mathematics vocabulary is by administering tests or examinations to students or pupils. Poor scores would be a sign of inadequate knowledge in mathematical vocabulary by students of a mathematics class (Anghileri, 2006). This is because they may fail to answer questions as a result of the vocabulary that has applied in question formulation.
Research has shown that lack of response of students or pupils in a mathematical test may be as a result of not understanding the instructions. Such instructions would be either written or spoken in regard to the mathematical subject. Lack of response would also be attributed to the students not being familiar with the vocabularies that have been used in question construction. Confusion about the mathematical terms used in questions may also contribute to the students failure in giving responses. Other words used together with mathematical terms may adversely affect response of children. Some of the words that would be used are divide and area. These two words are commonly spoken in everyday life but would have different meanings in the context of mathematics.
Mathematical language makes use of three linguistic tools when being applied in the learning process. It makes use of the words, symbols and diagrams in its application. It requires students to have English knowledge in writing and reading for them to handle mathematical related problems. In addition to this, they are required to make use of the knowledge that is implied by diagrams and symbols in solving questions. Children and students at a higher level of learning should relate the following; words, symbols and diagrams used in mathematical problems in coming up with their answers. Mathematics requires a language that would be used in communication, reasoning and precision in regard to mathematical issues (Bolling, 2012). There are various reasons that have been proposed as to why people should be concerned with knowing mathematical vocabularies. Those reasons have been examined below to give the importance of learning vocabularies associated with mathematics to the learner.
Learners learn to reason mathematically
Having knowledge on mathematical vocabulary would facilitate students to engage in mathematical conversations. The first step in this process is acquiring new knowledge accompanied by understanding of the vocabularies used in mathematics. This enables students to reason and justifying their thinking when engaging in mathematical, related conversations. When faced with a situation that requires mathematical thinking, they would come up with procedures to use in such situations. It will also enable them to decide on the best procedure that they would need to approach in dealing with the situation at hand. Having had knowledge in mathematical vocabularies, they would develop reflection on already made decisions and make changes that would be required. At times, students may be faced with a situation that requires them to make their contribution towards the same situation. In such a situation, they are likely to make their contributions after making sense of what is required. This involves critical analysis of the mathematics involved or encountered in regard to the problem at hand. Learning mathematical vocabularies would facilitate the use of reasoning and proof techniques (Hardy, 2008). Therefore, they will have grounds on which to confirm or reject earlier conjectures. Mathematical vocabulary will enable children and other students to use various patterns and associations that would facilitate analysis and evaluation of mathematical problems.
People become problem solvers
After learning mathematical vocabularies, students will be able to plan and even facilitate implementation of procedures that can be used to conduct mathematical investigations. This process will involve the application of already learnt concepts in the field of mathematics. This will facilitate tackling of problems in a systematic way that would not be applied before. Good knowledge on mathematical vocabulary is likely to facilitate innovations in the field of science (Kipp Academy, 2009). For instance, such knowledge can be applied in innovating computer and calculator programs that will make calculations easier. An example of the above will be using technologies that would support mathematical programs and applications. In addition to this, their abilities in measuring and carrying out computer related estimations will be enhanced. Development of mathematical models that will be applied in problem solving processes will be achieved, if proper knowledge on mathematical vocabularies is available to students. Development of mathematical models will facilitate implementation of the correct strategies in problem solving processes. Mathematical problems and solutions will be represented in a different way and a convincing way than when knowledge on mathematical vocabularies is lacking. The other aspect is that knowledge on mathematical facts will be developed, and this will ease problem solving procedures (Xue & Chen, 2008).
Those involved learn to communicate mathematically
This will only be achieved if students can draw their ideas and views from a variety of strategies, knowledge and even experience. This can be achieved by having a better understanding of vocabularies used in the field of mathematics. It will also involve deeper understanding of the key terms that are applied in learning mathematics. Students in the field of mathematics will base their ideas on the vocabularies that they conversant with in drawing conclusions. Ideas and other workings will be explained in a mathematical way by those having the knowledge on the vocabularies involved in the subject. Ideas, suggestions and even solutions will be given in a mathematical manner. This will facilitate problem solving and implementation of measures that will facilitate carrying out investigations. This will create reasonable pathways to problem solutions that are related to mathematics. For instance, an expert in mathematics would generate an equation that may be used in product production. He or she will express it in mathematical terms to the management of the firm. They will further explain or even define the terms used in the equation in a mathematical way. This will only be possible upon successful understanding of mathematical vocabularies. They may also use the knowledge acquired from mathematics in carrying out their investigations. This will be by incorporating mathematical expressions in investigation processes.
Computing fluently
Good knowledge in mathematical vocabularies can instill confidence in students and other learners of mathematics (Riccomini & Witzel, 2010). Such learners become confident in carrying out their calculations in mathematics leading to better performance in the subject. Being knowledgeable in mathematics vocabulary will make calculations easy for students. For instance, a student who understands the terms used in a mathematical problem will perform better than the student who does not understand the same. Moreover, such a student manages his or her work well and will be able to finish the work given in time. In addition, there is likely to better organization of work in those students who understand the requirements of questions than those who do not (Fennell, 2011).
People learn to value mathematics
People will appreciate things that help them and whose working mechanism is known to them. In the same way, students will appreciate and value mathematics once they are well conversant with aspects involved in its operations. For instance, student who use mathematics equations in solving problems that are production related are likely to give credit to mathematics. This will come after a better understanding of mathematical vocabularies such as add, divide, odd numbers, multipliers and even factors. Teachers and other professionals may value mathematics because it forms their source of revenue in their lives. This is because they are paid to render mathematical services to students. It may not only be teachers but also other experts who apply mathematical expression in activities that generate income to them. It would be production engineers, pilots, structural engineers and even instrumental and control engineers (Levi, 2009). Their work is based on the knowledge of mathematical vocabularies, and because of this knowledge; they are able to carry out their chores as required. On the other hand, students will value mathematics if they perform well in their studies. This will be achieved after gaining a clear understanding of vocabularies that are applied to the subject. They will also value and appreciate mathematics based on their achievements in class work. For example, a student being awarded for doing well in mathematics will highly value mathematics in his or her school work. This will only be achieved if the student is well conversant with vocabularies used in mathematics related problems (Stein, 2010).
Good knowledge in mathematical vocabularies is beneficial in many aspects that encompass careers and even academic, related issues. People have made a living by applying their knowledge in mathematics in solving various problems. In addition, students have achieved a lot in terms of academics by having expert knowledge in mathematical vocabularies. The above examples have succeeded because of good knowledge in the vocabularies applied in mathematics.
Conclusion
Many experts agree that the IQ of an individual student largely determines the level to which a student will understand a certain subject. However, there are other factors that including mode of teaching and approach that either helps a student to grasp subject instructions or fail to understand completely. There is no doubt that math employs some of the complicated languages both in practice and teaching. Unfortunately, there is little that can be done to change the situation. Certainly, curriculum specialists will be a lot less willing to alter the curriculum for the sole sake of students who find it difficult to comprehend math language. However, that does not mean an adoption of a hands off approach to issues related to math vocabulary difficulties. There are various remedies that concerned parties can take to ensure the sanctity of mathematics language is respected while making it easier for learners to understand it.
There is need for a united front among stake holders to take a joint review of the math language in use to ensure it is no way affecting the learning of concerned students. The joint approach should also look into the possibilities of slightly altering the language in places where it may be found to affect learners abilities.
It is important to note that math language has been in existence for centuries. It is therefore possible that learners themselves may be the ones with a problem. On that back drop, math curriculum specialists must explore the possibility of intruding other strategies such as crash courses for math language in order to make it easier for learners to grasp the concepts.
References
Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of mathematics teacher education. Vol. 3 (2).
Bolling, M. (2011). Mathematics vocabulary. Viginia.com. Web.
Fennell, F. (2011). Achieving fluency: special education and mathematics. NCTM. Web.
Hardy, G. H. (2008). A course of pure mathematics. New York: Cambridge University Press.
Kipp Academy (2009). Building vocabulary in middle school math class. Web.
Levi, M. (2009). The mathematical mechanic: Using physical reasoning to solve problems. Princeton, N.J: Princeton University Press.
Ohnemus L., & Nebraska O. (2010). Mathematical literacy: journal writing to learn problem solving. University of Nebraska: Lincoln. Web.
Riccomini, P. J., & Witzel, B. S. (2010). Response to intervention in math. Thousand Oaks, Calif: Corwin.
Steedly K., (2008). Effective Mathematics Instruction. Web.
Stein, J. D. (2010). How math can save your life. Hoboken, N.J: John Wiley.
Xue D., & Chen Y., (2008). Solving applied mathematical problems with MATLAB. Northeastern University: Utah.
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