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Mind your language!

Language and communication are fundamental to how we gather information about our world and express our understanding. This blog post focuses on the significance of language in learning, particularly in the context of mathematics.

The Journey into Language

My interest in the role of language in learning began with a focus on oral language development. Over time, I’ve come to realise that language encompasses much more than just spoken words; it is a crucial component of all learning processes. During the 23 years at my School, I've observed that every child requiring Tier 2 or Tier 3 support has struggled with either expressive language, receptive language, or both. Despite its importance, language doesn't receive the attention it deserves. For instance, Developmental Language Disorder (DLD) is still not widely recognised in New Zealand, yet at least one child in every classroom may have DLD.

The Importance of Receptive Language and Vocabulary in Maths

Everything in education ties back to language. This post will particularly focus on receptive language and vocabulary understanding in mathematics. As someone who is self-diagnosed with dyscalculia, I've struggled with maths concepts such as quantity, directionality, and time. This in fact led to the development of a scope and sequence, aiming to prevent other children from having similar negative experiences. Through teaching myself with this framework, I've realised how effective explicit vocabulary instruction and connecting concepts can be in overcoming these challenges.

The Struggle with Mathematical Vocabulary

Many children struggle with mathematical vocabulary, just as I did. Fortunately, addressing this issue is relatively straightforward, but we must ensure that we don't take any term for granted. Here are some examples from my experience:

For years, I didn’t understand why multiplication was called "times tables." I had learned multiplication as "groups," which failed to help me make the necessary conceptual links. The term "times" didn't click for me until I realised it meant multiplying 'lots of times.'

I consistently mixed up "horizontal" and "vertical." It wasn't until I connected "horizontal" with "horizon" that I understood the term without needing to look it up again.  You can imagine how this impacted many aspects of mathematics in high school particularly.

As a child, I found terms like "whole numbers" and "natural numbers" perplexing. It wasn't until I began working with the scope and sequence that I understood what these terms meant.

I was confused about the difference between "equations" and "algorithms" until I associated "equation" with "equal" and "equivalent."

Many students face confusion due to inadequate vocabulary comprehension, which leads to fragmented understandings of mathematical concepts. This isn't limited to maths; language impacts all areas of learning. For children with language struggles, morphology becomes even more critical. Addressing these gaps with deliberate vocabulary instruction can significantly enhance comprehension and learning outcomes.

By focusing on explicit vocabulary instruction and fostering conceptual connections, we can better support students struggling with language and mathematical concepts, helping them build a cohesive understanding and improving their overall learning experience, hopefully we can put a stop to generations of children growing up believing that they are 'just not a maths person.'


This video on connections may be useful when thinking about language.





Along with this one on the crucial role of language





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