There are many words in the English language that have a different meaning in mathematics. Similarly there are words specific to mathematics that have different interpretations outside the classroom. This not only causes problems in the classroom but makes it difficult for students to relate mathematics to the real world.
In the first reading it discussed the problem of using word such as “up” or “down” in the math classroom. For example if I travel from Newcastle to Brisbane I might say, “I am going down to Brisbane this weekend.” Brisbane is North of Newcastle and so one might assume that “up” is North. In the reading it said that this kind of comment “teeters or registers a kind of mental jolt” into people. I personally seem to never struggle with this kind of comment. I instantly interpret the word “up” or “down” in these situations as “going to” or “travelling to.” However in the classroom it is easy for “up” or “down” to cause confusion. Especially when students need to express questions as diagrams.
When selling an item “at a fraction of the cost” everyone instantly expects a heavy discount but what if the fraction is 4/3? Students have been trained in the real world in many instances to think of fractions as something less than a whole. This can be very confusing when students learn about improper or “top-heavy” fractions.
In the second reading it was asked, “what does a square and a root have to do with square-roots?” Students could have a great understanding of what words mean if they were broken up and explained in pieces. For example “poly” in polygon means many and “gon” means sides. In this way students will remember what a polygon is. Similarly with square roots students could explore the similarity between squares and the square-root.
Teachers need to discuss mathematical applications and use of mathematical language. Students need to see where problems can occur in the use and talk of mathematics and find ways to conquer these problems.
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