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Introduction. Mathematics has its own language, much of which we are already familiar with. For example the digits. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. are part of our everyday lives. Whether we refer to 0 as ‘zero’, ‘nothing’, ‘nought’, or ‘O’ as in a telephone number, we understand its meaning.
a few basic terms of mathematical grammar. The object of this section is to explain the most im-portant mathematical “parts of speech”, some of which are similar to those of natural languages and others quite different. These are normally taught right at the beginning of a university course in mathematics. Much of the Companion can be un-
In this chapter we will concentrate on the language that is used in stating mathematical results, and on what would be required in order to determine that these results are true. To illustrate, we consider the following mathematical results.
The language of mathematics can be learned, but requires the e orts needed to learn any foreign language. In this book, you will get extensive practice with mathematical language ideas, to enhance your ability to correctly read, write, speak, and understand mathematics. vocabulary versus sentences Every language has its vocabulary (the words ...
level, mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is crucial to a student’s understanding and appreciation of the subject of mathematics. At each level students are to be encouraged to correctly use the concepts, skills, symbols, and the mathematical vocabulary correctly.
This paper is about the use of language as a tool for teaching mathematical concepts. In it, I want to show how making the syntactical and rhetorical structure of mathematical language clear and explicit to students can increase their understanding of fundamental mathematical concepts.
The framework is intended to help teachers address the specialized academic language demands in math when planning and delivering lessons, including the demands of reading, writing, speaking, listening, conversing, and representing in math (Aguirre & Bunch, 2012).
