Language and Mathematics Education - Literature review Example

Language and mathematics Institution Date Abstract The paper highlights various issues surrounding language and the learning of mathematics. One of the essential areas is the benefits that language contributes to the learning of mathematics. In addition, the challenges that students face with the specific language of mathematics is another significant area covered. The paper also noted the fact that students from non-english speaking backgrounds greatly face the challenge of using language in mathematics. A recommendation was provided that for students to perform well in mathematics, they need to master the teaching language first before trying to understand mathematical language. Introduction Language is a fundamental aspect in the learning of mathematics. Booker,et al (2002) argue that language is a key element in all aspects of mathematical learning especially in the technologically dominated world . However challenges do arise based on the fact that teachers and students have different understanding of the mathematical discourses. What is evident is that clarity in needed in terms of language in order to effectively conceptualize mathematical processes and concepts. As a result, students and teachers need to have a good command of language such as English and mathematical language like symbols, rules and syntax in order for them to effectively solve mathematical problems. This paper seeks to highlight the various issues that surround language and mathematics. Literature review According to Ldris (2005) language has greatly influenced the development of mathematics as an area of study. Many scholars have made reference to various aspects of language development and the growth of mathematical understanding. Psychologists such as Piaget (1954), Galperin (1971) and Bruners (1996) have associated the development of mathematics to language. Piaget for instance maintains that the expansion of linguistic ability follows the development of concrete operational thought which is a characteristic that is found in mathematics. An empirical study was conducted to evaluate Piaget’s claim through studying 131 kindergarten students, the study revealed that verbal acquisition or training brought about significant effectiveness in simple mathematical procedures such as counting of objects and naming of numbers. Ldris (2005) however highlights that other scholars argue against pigments claim by stating that that problem solving in mathematics is unrelated to the acquisition of language as a result further research should be undertaken. Baber (2011) highlights that; the use of language in mathematics is usually complex based on the fact that mathematics involves the interpretation of language into numerical functions. This language is composed of elements of some natural language, for instance English, which normally uses grammatical conventions and technical terms that are only peculiar to the discourse of mathematics. These elements are supplemented by very specialized symbolic notation, which are described as mathematical formulas. Moschkovich (2010) argues that the use of specialized languages in mathematics, has contributed to the difficulty for most students in interpreting and conceptualize mathematical concepts. Mathematical language is therefore a second language that challenges students who use second language to learn mathematics. Moschkovich (2010) reveals that vocabularies in mathematics, special syntactic structures and mathematical meanings are some of the aspects that make learning mathematics in English hard. It is believed that vocabulary knowledge is an essential determinant of academic achievements. Vocabulary test normally offers reliable measures of academic development. Language is believed to be a major cause of poor performance among students (Neville-Barton, 2005). According to Neville-Barton, (2005), many students who learn mathematics in a language that is not similar to their first language experience difficulty. On the other hand Students whose first language is English do not always face a lot of challenges since they usually come to school when they have already mastered language usage. These students normally learn mathematics easily since they are always familiar with some words that are applied in mathematics, even if their application differs. In contrast, Students, who are non English -natives, normally enter school without knowing the instruction’s language. This forces them to simultaneously learn the language and the academic content. Such students therefore face a variety of challenge ranging from interpretation, understanding and solving mathematical concepts (Neville-Barton, 2005). The role of language in learning mathematics The role of language in learning mathematics has been identified in several curricula. It is believed that communicating mathematical ideas within the twelve components is very important for any process of teaching and learning mathematics. Understanding the teaching language is normally considered as an important part of mathematics and mathematics education. Language assists students, particularly second-language learners to overcome barriers in education and be able to facilitate communication in teaching and learning of mathematics. Moschkovich (2010) argues that language is very important in promoting mathematics learning and teaching, particularly in nations that are multicultural such as USA, New Zealand, South Africa and Australia. According to Barton (2008), Language is very essential when learning mathematics. It enables students to understand and solve mathematical problems. Students with a clear understanding of teaching and mathematical language normally perform well in mathematics. They are always capable of reading and correctly interpreting mathematical problems so as to come up with the required solutions. Mathematics therefore needs to be looked at as a language and it should be taught by applying the principles governing methods of teaching a second language. Language is very essential when learning mathematics since it enables teachers to avoid forcing students to understand a given concept. By understanding the teaching and mathematical language, students normally find themselves getting involved easily in structured activities, investigations and observations, which improves their performance in mathematics. Another significance of language in mathematics is that it is a major factor that enables students to understand complex terminologies that are normally used in mathematics. Acquisition of language of instruction and language of mathematics among students enables them to overcome the difficulties and confusion that are normally brought about by complex mathematical technologies. The meanings of mathematical terminologies are normally different from their normal usage. For example, words such as root, power, odd and similar have a different meaning from the common meanings when applied in mathematics. Challenges that Students Face with the specific language of mathematics The most common difficulty that students always face with the language of mathematics is interpretation and application of particular language of mathematics. When learning about simultaneous equations for instance, students normally find it hard to know what the equations really means and how they can be applied. They usually misunderstand this particular language of mathematics and as a result ending up failing the subject. When learning about simultaneous equations, students do always find it hard to apply the concept in real life situation (Lee, 2006). The problem of interpretation does also arise when students are given a mathematical problem to solve, particularly in situations where understanding of mathematical symbols is very essential. For example, in differentiating between linear equations and inequality equations, students need to know the meaning of mathematical symbols such as , >=, = Read More