Language, Mathematics and English Language Learners

Misty ADONIOU, Yi Qing

    Research output: Contribution to journalArticle

    Abstract

    Mathematics is sometimes referred to as a 'universal language', implying anybody with mathematical understanding can solve mathematical problems regardless of the language they speak. While arithmetical notations may be mutually understood across some languages - although certainly not all - most mathematical tasks that learners encounter in school are not 'language free'. Moreover, the language required to make sense of those tasks is not the same as the language encountered in other parts of a learner's school day. The mathematics classroom generates its own complex mix of everyday language and discipline specific language and mastery of this is key to success in the mathematics classroom. The shift between everyday and specialist mathematical language is regarded as key to the development of mathematical understandings. This is evident in most mathematics curricula, which focus on everyday language in the junior grades and specialist language in senior grades (ACARA, 2012; Barwell, 2012).
    Original languageEnglish
    Pages (from-to)3-13
    Number of pages11
    JournalThe Australian Mathematics Teacher
    Volume70
    Issue number3
    Publication statusPublished - 2014

    Fingerprint

    English language
    mathematics
    language
    colloquial
    classroom
    school
    curriculum

    Cite this

    ADONIOU, Misty ; Qing, Yi. / Language, Mathematics and English Language Learners. In: The Australian Mathematics Teacher. 2014 ; Vol. 70, No. 3. pp. 3-13.
    @article{7fb70401152143f7a4ad22670c269e73,
    title = "Language, Mathematics and English Language Learners",
    abstract = "Mathematics is sometimes referred to as a 'universal language', implying anybody with mathematical understanding can solve mathematical problems regardless of the language they speak. While arithmetical notations may be mutually understood across some languages - although certainly not all - most mathematical tasks that learners encounter in school are not 'language free'. Moreover, the language required to make sense of those tasks is not the same as the language encountered in other parts of a learner's school day. The mathematics classroom generates its own complex mix of everyday language and discipline specific language and mastery of this is key to success in the mathematics classroom. The shift between everyday and specialist mathematical language is regarded as key to the development of mathematical understandings. This is evident in most mathematics curricula, which focus on everyday language in the junior grades and specialist language in senior grades (ACARA, 2012; Barwell, 2012).",
    keywords = "Literacy, English-language-learners, mathematics-language",
    author = "Misty ADONIOU and Yi Qing",
    year = "2014",
    language = "English",
    volume = "70",
    pages = "3--13",
    journal = "The Australian Mathematics Teacher",
    issn = "0045-0685",
    number = "3",

    }

    ADONIOU, M & Qing, Y 2014, 'Language, Mathematics and English Language Learners', The Australian Mathematics Teacher, vol. 70, no. 3, pp. 3-13.

    Language, Mathematics and English Language Learners. / ADONIOU, Misty; Qing, Yi.

    In: The Australian Mathematics Teacher, Vol. 70, No. 3, 2014, p. 3-13.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Language, Mathematics and English Language Learners

    AU - ADONIOU, Misty

    AU - Qing, Yi

    PY - 2014

    Y1 - 2014

    N2 - Mathematics is sometimes referred to as a 'universal language', implying anybody with mathematical understanding can solve mathematical problems regardless of the language they speak. While arithmetical notations may be mutually understood across some languages - although certainly not all - most mathematical tasks that learners encounter in school are not 'language free'. Moreover, the language required to make sense of those tasks is not the same as the language encountered in other parts of a learner's school day. The mathematics classroom generates its own complex mix of everyday language and discipline specific language and mastery of this is key to success in the mathematics classroom. The shift between everyday and specialist mathematical language is regarded as key to the development of mathematical understandings. This is evident in most mathematics curricula, which focus on everyday language in the junior grades and specialist language in senior grades (ACARA, 2012; Barwell, 2012).

    AB - Mathematics is sometimes referred to as a 'universal language', implying anybody with mathematical understanding can solve mathematical problems regardless of the language they speak. While arithmetical notations may be mutually understood across some languages - although certainly not all - most mathematical tasks that learners encounter in school are not 'language free'. Moreover, the language required to make sense of those tasks is not the same as the language encountered in other parts of a learner's school day. The mathematics classroom generates its own complex mix of everyday language and discipline specific language and mastery of this is key to success in the mathematics classroom. The shift between everyday and specialist mathematical language is regarded as key to the development of mathematical understandings. This is evident in most mathematics curricula, which focus on everyday language in the junior grades and specialist language in senior grades (ACARA, 2012; Barwell, 2012).

    KW - Literacy

    KW - English-language-learners

    KW - mathematics-language

    M3 - Article

    VL - 70

    SP - 3

    EP - 13

    JO - The Australian Mathematics Teacher

    JF - The Australian Mathematics Teacher

    SN - 0045-0685

    IS - 3

    ER -