Focus on the use of language in the multicultural mathematics classroom

Research output: Contribution to conference without publisher/journalConference abstract for conferenceResearch

Abstract

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).
Original languageEnglish
Publication date2007
Number of pages1
Publication statusPublished - 2007
EventDifferent Learners - Different Math? The 4th Nordic Research Conference on Special Needs Education in Mathematics. - Vaasa, Finland
Duration: 7 Nov 20079 Nov 2007

Conference

ConferenceDifferent Learners - Different Math? The 4th Nordic Research Conference on Special Needs Education in Mathematics.
CountryFinland
CityVaasa
Period07/11/200709/11/2007

Fingerprint

mathematics
classroom
language
Teaching
student
learning
ability
colloquial
learning disorder
foreign language
consciousness
primary school
vocabulary
discourse
lack
teacher
performance

Cite this

Johansen, L. Ø. (2007). 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.
Johansen, Lene Østergaard. / 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.1 p.
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Focus on the use of language in the multicultural mathematics classroom. / Johansen, Lene Østergaard.

2007. Abstract from Different Learners - Different Math? The 4th Nordic Research Conference on Special Needs Education in Mathematics., Vaasa, Finland.

Research output: Contribution to conference without publisher/journalConference abstract for conferenceResearch

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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).

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Johansen LØ. Focus on the use of language in the multicultural mathematics classroom. 2007. Abstract from Different Learners - Different Math? The 4th Nordic Research Conference on Special Needs Education in Mathematics., Vaasa, Finland.