Considering the need and importance to understand language in learning matgematics, how will you teach children to solve word problems in Mathematics?
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Geneviève Boulet
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Abstract
The role that language plays in the teaching and learning of mathematics is one of some importance in the current literature in mathematics education. In this paper, I give particular attention to the manner in which teachers engage students in the exploration of mathematical concepts and procedures with the goal of revealing how language impacts students' learning. Through a series of examples of language commonly used in the mathematics classroom, I address specific issues pertaining to language used to describe mathematical processes, to read and interpret notation, and to define mathematical terms. Considering that communication is a key factor in the building of understanding, it is hoped that these examples will motivate teachers to examine and adapt their own practices in order to cultivate productive and meaningful mathematical discourse in their classrooms. The room was filled with grade five teachers. The presenter of the workshop on teaching geometry asked the audience to take a few minutes and to write the definition of a polygon. The discomfort level arose as the minutes ticked by. It was clear the audience was becoming uncomfortable. He verified that the teachers were indeed teaching grade five geometry and that they were undertaking the study of polygons with their students. After letting some time go by, he asked for volunteers to offer their definition of a polygon. With the very first definition, avid discussions ensued, with teachers offering examples and counterexamples. All of a sudden, I found myself transported to Imre Lakatos' (1976) imaginary classroom.