Language and Mathematics

LANGUAGE AND MATHEMATICS
The extracts used to express thoughts and opinions within this subject were
interesting especially when linked to ideas for developing learning, I couldn’t help
think of playing darts with my father, was I playing a game or being taught mental
arithmetic techniques and practice. I also remember my own learning experience of
maths teachers, in that era they tended to assume the learner knew what Pi was, what
a tangent was and where to find it and many other unfamiliar terms within the
language of mathematics these assumptions were often unfounded and I spent a lot of
time figuring it out before the next set of unforgiving questions, was this a bad
example of teaching or an early attempt at learner led learning? Much time effort and
debate has been had around the subject of delivering learning and in the language
used since my experience but I watched a documentary only a week ago where a
learner was heard to say “what is Pi? Where did it come from?” perhaps little has
changed at the coal face. Therefore it could be said that the language of mathematics
is sound but the delivery of its understanding needs further development.
Regarding the development of the language of mathematics its evolution is
clearly related to understanding and necessity if we think about it early traders needed
a method of counting which could be understood through different language barriers,
is it then a surprise that we have ten fingers and use a base ten universal counting
system. It would seem that some language has obvious origins easily explained, whilst
other areas of mathematics have taken language from the culture or individual who
developed the area in question such as Pythagoras theory which uses Greek letters and
syntax. It is through the interaction of different cultures, often driven by trade that has
developed a more international mathematical language which has continued to expand
as technology has developed, this continues today as further developments are made
often by teams of mathematicians and scientists from different countries using the
common language of mathematics, which is the most international language we have.
This said there is and always has been issues with finding suitable words in different
languages which give the same end product of understanding.
Having read through the extracts and given thought to my own practice I have
to admit that assumed knowledge is a problem, can we assume a learners
understanding of mathematical language if that learner has lived within the bounds of
its use and attained levels of achievement within the cultures standards, or do we need
to check and assess an individual’s knowledge and ability, should we need to check if
we have a national standard?
The author of the extracts has drawn several conclusions the first being that
“maths and language develop together” this would imply that as we increase our
knowledge of maths we should increase our ability to use associated language as well,
the implication is that the maths teacher must teach language at the same time as part
of the maths curriculum, the wider reaching implication is that without the required
level of language our learners will not be able to learn maths or apply it.
“Maths arises after not before human activity” I do not really agree with this
statement it suggests that we analyse post activity to register what we did, I believe
we analyse, present a solution in the form of a theory then attempt the activity
drawing conclusions and improving process. I do agree that the maths is sort after we
recognise there is a problem or activity requiring a solution. The implication of the
author’s statement is that until we complete or attempt an activity we will not seek
advancement in maths; many theorists have already proved this statement wrong. A
more suitable conclusion could be that “we won’t understand theory without seeing an
application”.
“Maths could be different” this is a bold statement but I believe the way we
teach maths could be different breaking away from the aged pro-rata approach to
learning and develop learner led strategies encouraging our learners to make the
discoveries former mathematicians made and to own that process, this engagement
would I believe greatly enhance the enjoyment of the subject. Moves have been made
towards this and some leading educational theorists have produced sound guidance to
aid in the development of our techniques.
“Maths is created by communicating” knowledge of maths, its effect in our

world and our development are indeed created through communication be it formal or
informal we are always learning, the implication of this is that we must ensure the
opportunities are maximised and taken. Conscious engagement of the subject in a
formal setting ie lesson, course work etc, but also opportunities through embedding
maths within all subjects and catching the subconscious notice boards, video clips and
other such media prove effective. Time invested in planning is crucial to this and
should be seen as well spent by teachers and employers. The wider implication of the
statement is that to continue our forward journey with maths the community must
communicate ideas, theories and strategies and release findings to maximise
knowledge and understanding.
“Each language contains its own mathematical world” on the face of things
this statement is true we all as nations develop language to meet our needs however
influences have driven some areas of maths into a common language, it is most
important though that learners from different backgrounds and origins are afforded
the same level of understanding, this may require teachers to use different language to
ensure learners have a full understanding, failing to do this could lead to a learner
being disadvantaged.
In conclusion the extracts and discussion of this subject has shown that
language is embedded in our maths without one we would not fully understand the
other, we must therefore as teachers ensure learners have the skills required to
progress and that we use effective language to improve learning within the subject.

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LANGUAGE AND MATHEMATICS

“Maths is created by communicating” knowledge of maths, its effect in our

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