### Abstract

Looking through material for mathematics teaching shows that the students are expected to have a certain level of mathematical ability (ex. being able to count to ten) and a certain level of language ability (ex. understanding the meaning of the words "in front of") when they enter first grade in primary school (Nyborg and Nyborg, 1990). Students who lack these abilities either with regard to mathematics or language are from the beginning of schooling limited in their mathematical performance and in a "risk zone" of developing learning difficulties in mathematics. Teaching the teachers a consciousness for the use of language in mathematics teaching as well as educating them to have a special focus on developing the vocabulary of the students can render the mathematics teaching more inclusive. Furthermore, it may help students with different ethnical background to succeed in mathematics (Johansen; 2007).

Original language | English |
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Publication date | 2007 |

Number of pages | 1 |

Publication status | Published - 2007 |

Event | Different Learners - Different Math? The 4th Nordic Research Conference on Special Needs Education in Mathematics. - Vaasa, Finland Duration: 7 Nov 2007 → 9 Nov 2007 |

### Conference

Conference | Different Learners - Different Math? The 4th Nordic Research Conference on Special Needs Education in Mathematics. |
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Country | Finland |

City | Vaasa |

Period | 07/11/2007 → 09/11/2007 |

### Fingerprint

### Cite this

*Focus on the use of language in the multicultural mathematics classroom*. Abstract from Different Learners - Different Math? The 4th Nordic Research Conference on Special Needs Education in Mathematics., Vaasa, Finland.

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**Focus on the use of language in the multicultural mathematics classroom.** / Johansen, Lene Østergaard.

Research output: Contribution to conference without publisher/journal › Conference abstract for conference › Research

TY - ABST

T1 - Focus on the use of language in the multicultural mathematics classroom

AU - Johansen, Lene Østergaard

N1 - Værtspublikationsredaktører: Karin Linnanmäki

PY - 2007

Y1 - 2007

N2 - Learning mathematics can be seen as learning a foreign language or learning a particular mathematical discourse. Nolte (2004) calls mathematics the students' first second language. The use of language in mathematics teaching, hence the way we talk and the way we write, differ from the way the same words and concepts are used in everyday language or in teaching and learning other subjects.Looking through material for mathematics teaching shows that the students are expected to have a certain level of mathematical ability (ex. being able to count to ten) and a certain level of language ability (ex. understanding the meaning of the words "in front of") when they enter first grade in primary school (Nyborg and Nyborg, 1990). Students who lack these abilities either with regard to mathematics or language are from the beginning of schooling limited in their mathematical performance and in a "risk zone" of developing learning difficulties in mathematics. Teaching the teachers a consciousness for the use of language in mathematics teaching as well as educating them to have a special focus on developing the vocabulary of the students can render the mathematics teaching more inclusive. Furthermore, it may help students with different ethnical background to succeed in mathematics (Johansen; 2007).

AB - Learning mathematics can be seen as learning a foreign language or learning a particular mathematical discourse. Nolte (2004) calls mathematics the students' first second language. The use of language in mathematics teaching, hence the way we talk and the way we write, differ from the way the same words and concepts are used in everyday language or in teaching and learning other subjects.Looking through material for mathematics teaching shows that the students are expected to have a certain level of mathematical ability (ex. being able to count to ten) and a certain level of language ability (ex. understanding the meaning of the words "in front of") when they enter first grade in primary school (Nyborg and Nyborg, 1990). Students who lack these abilities either with regard to mathematics or language are from the beginning of schooling limited in their mathematical performance and in a "risk zone" of developing learning difficulties in mathematics. Teaching the teachers a consciousness for the use of language in mathematics teaching as well as educating them to have a special focus on developing the vocabulary of the students can render the mathematics teaching more inclusive. Furthermore, it may help students with different ethnical background to succeed in mathematics (Johansen; 2007).

M3 - Conference abstract for conference

ER -