Language & Mathematics 1

< 13.4 Computing 18 X 5 | Topic Index | 14.2 Language &amp; Mathematics 2 >

Everyday Language can create many difficulties in understanding word problems. Hence teachers need to be aware of them. There are some general issues and specific ones. Chapter 14.4 gives a comprehensive list of many such words.

We will deal with the general issues first.

English & Math

Both English & Math are polysemantic languages, where words have different meanings depending on the context in which they are used.

English is a widely spoken language, which has borrowed words freely from other languages and has by necessity become very flexible.

Math, by necessity, had to use words which are "familiar". Hence it had to borrow words from different languages to describe it concepts & procedures.

This poses a lot of difficulties for students who are learning math through the medium of English. The issue becomes critical for students whose mastery of English is very weak.

Criticality of language

Language is a very critical part of any kind of learning.

Hence a weakness in language skills will also affect math learning.
 * 1) Language helps us to connect our previous experiences with new learning and cast them into new structures in our mind. It is plays a vital part in &ldquo;constructing&rdquo; knowledge &amp; abstract ideas.
 * 2) It helps us to clearly explain our thought processes for others to understand. We understand ideas &amp; concepts through introspecting and the process of discussing, arguing and defending our perspectives with others.

Language itself is abstract

Language used in daily interactions is a human invention. Its vocabulary and syntax are very abstract. Words have multiple meanings depending on the context. &ldquo;Above&rdquo; could refer to &ldquo;position&rdquo; or &ldquo;value&rdquo; depending on the context. Different speakers also have different accents. Except for those who are fluent in a language, decoding &amp; understanding a language through listening, for a prolonged period of time is difficult. For children, hearing a teacher explain abstract concepts and procedures of Math in a language with which they are not very fluent, can become boring, leading to their loss of interest. Hence, as a rule, a teacher should not spend more than a quarter of the class time talking to children. In a Math class, most of the time should be spent by children in doing Math.

Ambiguity of Daily Language Vs Precision of Math Language

Ask students to carry out the following activity in the classroom.

At the end of this exercise, students will hopefully realise the following
 * 1) This task will be carried out by a team of 2 students.
 * 2) The teacher would give a sheet of paper to one of the students, with a very simple geometrical diagram drawn on it.
 * 3) This student will stand facing the black board with his back to the class. He will hold the paper above his head so that the entire class can see the diagram.
 * 4) The second student will be at the board. The second student cannot see the diagram.
 * 5) The first student will have to explain the diagram orally and the second student will have to draw it on the blackboard.
 * 6) The aim is to get the relative proportion of the diagram and its orientation correct. The exact dimensions are not important.

Now let us look at some specific ways in which language interferes with math learning.
 * 1) What is easy to understand visually, is very difficult to explain very clearly.
 * 2) Even simple ideas will be very difficult to convey in a few words
 * 3) The figure drawn on the board, many a time, will have no relation to the figure on the sheet.
 * 4) The need for the many math words which are required to convey very precise instructions.

< 13.4 Computing 18 X 5 | Topic Index | 14.2 Language &amp; Mathematics 2 >