### Abstract

Original language | English |
---|---|

Pages (from-to) | 3-13 |

Number of pages | 11 |

Journal | The Australian Mathematics Teacher |

Volume | 70 |

Issue number | 3 |

Publication status | Published - 2014 |

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### Cite this

*The Australian Mathematics Teacher*,

*70*(3), 3-13.

}

*The Australian Mathematics Teacher*, vol. 70, no. 3, pp. 3-13.

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

Research output: Contribution to journal › Article

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 -