Supporting Clear and Concise Mathematics Language: Say This, Not That

Autor/inn/en	Hughes, Elizabeth M.; Powell, Sarah R.; Stevens, Elizabeth A.
Titel	Supporting Clear and Concise Mathematics Language: Say This, Not That
Quelle	(2016), (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Mathematics Achievement; Low Achievement; Elementary School Mathematics; Language Usage; Vocabulary; Mathematics Instruction; Numeracy; Computation; Numbers; Measurement; Data + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Elementare Mathematik; Schulmathematik; Sprachgebrauch; Wortschatz; Mathematics lessons; Mathematikunterricht; Rechenkompetenz; Zahlenraum; Messverfahren; Daten
Abstract	One influence contributing to this trend may be the imprecise use of mathematics language. Educators may not interpret mathematics as a second (or third) language for children, when, in fact, all children are mathematical-language learners (Barrow, 2014). The numerals, symbols, and terms that explain mathematics concepts and procedures are plentiful and complex. The language of mathematics, especially vocabulary terms, is necessary for understanding mathematics in oral and written forms (Ernst-Slavit & Mason, 2011; Riccomini, Smith, Hughes, & Fries, 2015). Mathematics vocabulary is often difficult for children because many terms have meanings in general English and meanings specific to mathematics (Rubenstein & Thompson, 2002; Schleppegrell, 2007). For example, factor could mean a contributing element (e.g., one factor contributing to mathematics difficulties is vocabulary that requires language code switching) or two or more numbers multiplied together to produce a product (10 and 12 are factors of 120). Even in the mathematical definition of factor, produce and product may have multiple meanings! [This document was published in "Teaching Exceptional Children" v49 p7-17 2016 (EJ1118002).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01