Students need to master
mathematical language if they are to comprehend, discuss, and problem solve in
mathematics. Inconsistent understanding of terms, misconceptions about
terms, and lack of precision can create difficulties for children as they progress
through the grades.
Consider your influence in
your classroom…
- Be mindful of how you define and utilize vocabulary words in mathematics class – Use appropriate terms instead of over-simplified definitions or substituting inaccurate words (i.e. using “regrouping” instead of “borrowing”) Be careful of over simplification with equations, algorithms (i.e. “if you see the words 'all together' that always means add” assumes traditional structures of word problems), or operations through the use of mnemonic devices that may misrepresent actual steps (i.e. “PEMDAS” is deceiving, as multiplication/division are completed simultaneously left to right, yet look like ordered steps in the mnemonic presentation.)
- Utilize word walls or vocabulary references – This structure reinforces learning behaviors we want to support in students, including using their resources around them to attend to precision in their work. It also acknowledges that mathematical terms can exist outside of mathematics class. Word walls, vocabulary references, and key term identification are appropriate grades K-12.
- Acknowledge the multiple meanings of “mathy” words - Mathematical terms (like ‘mean,’ ‘reflection’ and ‘expression’) may be familiar words that need to be acknowledged before broadening our students understanding with an additional definition. Other words like ‘median’ have multiple definitions within mathematics (i.e. data measure of a ‘center’ vs. line from vertex to side in a triangle)
- Ensure precision in your language and coach it in your class – Using precise language in class (i.e. students using the word “side” – ask for mathematical clarification; Are they referring to the “face” or “edge”?) helps to encourage the appropriate use of mathematical language while also ensuring clarity and understanding.
- Mindfully avoid teaching misconceptions- Traditional simplifications like: “always divide the smaller number into the bigger number” or “subtracting is taking away a smaller number from a bigger number” create errors in understanding. Although in earlier grades it may be an easier to explain, it builds a foundational misconception that then creates confusion in later years when students are confronting more complex mathematics that go against those false “rules” (like rational numbers and negative integers.)
Although this is good
practice for all students, it is especially important for our students with
language or mathematics disabilities or our students for whom English is a
second language. Mathematics in itself is another language of symbols
that represent meanings, let’s help our students find success across their math
language!
- Check out the article here that
discusses the value of mathematics vocabulary instruction and multiple
methods through which they can be taught: https://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2013/Vol19/Issue1/mtms2013-08-38a_pdf/
- Check out these Mathematics
Vocabulary Word Wall resources (grades K-HS) created by the VA Department
of Ed: http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/
- Did you know that the MA DESE has
a glossary of defined terms that exist in their standards Check them
out here: http://www.doe.mass.edu/frameworks/math/2017-06.pdf#page=194
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Heather Leonard, STEM Curriculum Coordinator, Reading Public Schools
Heather Leonard, STEM Curriculum Coordinator, Reading Public Schools
Twitter: @STEMReading
The aim of science is to discover and
illuminate truth. ~Rachel Carson
Every time a student makes a mistake in math,
they grow a synapse. ~ Jo
Boaler
There's nothing I believe in more strongly than
getting young people interested in science and engineering, for a better
tomorrow, for all humankind. ~ Bill Nye
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