Developing mathematical language for elementary students through specific math activities
A proposed study
Keywords:
language conversion, mathematical activities, mathematical languageAbstract
Mathematical language is a communication method in the process of mathematics teaching and researching. In terms of developing communication skills with mathematics languages, the first grades of elementary school should be imparted through lesson and teaching activities to create more opportunities relating to math understanding and the receptive ability of required tasks. This paper focuses on researching and proposing some specific activities in primary school math teaching, in order to improve the mathematical language for students.
Downloads
References
Bellegarda, J. R. (2005). Unsupervised, language-independent grapheme-to-phoneme conversion by latent analogy. Speech Communication, 46(2), 140-152. https://doi.org/10.1016/j.specom.2005.03.002
Bossé, M. J., Ringler, M., Bayaga, A., Fountain, C., & Young, E. S. (2018). Acquiring math: Connecting math learning and second language acquisition. International Journal for Mathematics Teaching and Learning, 19(2), 223-252.
Brown, J. P., & Stillman, G. A. (2017). Developing the roots of modelling conceptions:‘Mathematical modelling is the life of the world’. International Journal of Mathematical Education in Science and Technology, 48(3), 353-373.
Croft, W., & Cruse, D. A. (2004). Cognitive linguistics. Cambridge University Press..
Donlan, C., Cowan, R., Newton, E. J., & Lloyd, D. (2007). The role of language in mathematical development: Evidence from children with specific language impairments. Cognition, 103(1), 23-33. https://doi.org/10.1016/j.cognition.2006.02.007
Goldhaber, A. S. (2006). Math as a language in its own right. American Scientist, 94(2), 185-187.
Hoang Chung (1994). Some issues with teaching language and mathematical signs in secondary schools, Teacher Professional Competence.
Hornburg, C. B., Schmitt, S. A., & Purpura, D. J. (2018). Relations between preschoolers’ mathematical language understanding and specific numeracy skills. Journal of experimental child psychology, 176, 84-100. https://doi.org/10.1016/j.jecp.2018.07.005
Kaur, K., & Kumar, P. (2016). HamNoSys to SiGML conversion system for sign language automation. Procedia Computer Science, 89, 794-803. https://doi.org/10.1016/j.procs.2016.06.063
King, Y. A., & Purpura, D. J. (2021). Direct numeracy activities and early math skills: Math language as a mediator. Early Childhood Research Quarterly, 54, 252-259. https://doi.org/10.1016/j.ecresq.2020.09.012
Lavy, I., & Shriki, A. (2010). Engaging in problem posing activities in a dynamic geometry setting and the development of prospective teachers’ mathematical knowledge. The Journal of Mathematical Behavior, 29(1), 11-24. https://doi.org/10.1016/j.jmathb.2009.12.002
Le Van Hong (2013). Supporting the quality of math instruction in the next high school that requires a language, Journal of Education, 321(1).
Lin, F. L., & Yang, K. L. (2005). Distinctive characteristics of mathematical thinking in non-modelling friendly environment. Teaching Mathematics and its Applications, 24(2-3), 97-106.
Mahayukti, G. A., Gita, I. N., Suarsana, I. M., & Hartawan, I. G. N. Y. (2017). The effectiveness of self-assessment toward understanding the mathematics concept of junior school students. International Research Journal of Engineering, IT and Scientific Research, 3(6), 116-124.
Mercer, N., & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507-528.
Mullender-Wijnsma, M. J., Hartman, E., de Greeff, J. W., Doolaard, S., Bosker, R. J., & Visscher, C. (2016). Physically active math and language lessons improve academic achievement: a cluster randomized controlled trial. Pediatrics, 137(3).
Polat, O., Yavuz, E. A., & Tunc, A. B. O. (2017). The effect of using mind maps on the development of maths and science skills. Cypriot Journal of Educational Sciences, 12(1), 32-45.
Purpura, D. J., & Logan, J. A. (2015). The nonlinear relations of the approximate number system and mathematical language to early mathematics development. Developmental Psychology, 51(12), 1717.
Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259-268. https://doi.org/10.1016/j.ecresq.2015.12.020
Rothman, R. W., & Cohen, J. (1989). The language of math needs to be taught. Academic Therapy, 25(2), 133-142.
Sager, N. (1978). Natural language information formatting: the automatic conversion of texts to a structured data base. In Advances in computers (Vol. 17, pp. 89-162). Elsevier. https://doi.org/10.1016/S0065-2458(08)60391-5
Schmitt, S. A., Purpura, D. J., & Elicker, J. G. (2019). Predictive links among vocabulary, mathematical language, and executive functioning in preschoolers. Journal of experimental child psychology, 180, 55-68. https://doi.org/10.1016/j.jecp.2018.12.005
Susperreguy, M. I., Douglas, H., Xu, C., Molina-Rojas, N., & LeFevre, J. A. (2020). Expanding the Home Numeracy Model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes. Early Childhood Research Quarterly, 50, 16-28. https://doi.org/10.1016/j.ecresq.2018.06.010
Suweken, G., Waluyo, D., & Okassandiari, N. L. (2017). The improvement of students’ conceptual understanding and students’ academic language of mathematics through the implementation of SIOP model. International Research Journal of Management, IT and Social Sciences, 4(4), 58-69.
Tran Kieu (1998). Mathematics in schools and the requirements for the improvement of a math culture, Journal of Education Study, no 10.
Vanluydt, E., Supply, A. S., Verschaffel, L., & Van Dooren, W. (2021). The importance of specific mathematical language for early proportional reasoning. Early Childhood Research Quarterly, 55, 193-200. https://doi.org/10.1016/j.ecresq.2020.12.003
Whitin, P., & Whitin, D. J. (2000). Math Is Language Too: Talking and Writing in the Mathematics Classroom. National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 21349: $14.95 members, $19.95 nonmembers).
Woods, G. (2009). An investigation into the relationship between the understanding and use of mathematical language and achievement in mathematics at the Foundation Stage. Procedia-Social and Behavioral Sciences, 1(1), 2191-2196. https://doi.org/10.1016/j.sbspro.2009.01.385
Published
How to Cite
Issue
Section
Copyright (c) 2021 International journal of linguistics, literature and culture
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Linguistics, Literature and Culture (IJLLC) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJLLC right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJLLC can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IJLLC volumes 6 onwards. Please read about the copyright notices for previous volumes under Journal History.
