Oral Language in Mathematics
Oral Language in Mathematics
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What is Oral Language?
Language is a cultural tool.
Language is used to share experience and so to collectively, jointly, make sense of it.
Langue is therefore not just a means by which individuals can formulate ideas and communicate them, it is also a means for people to think and learn together.
Also, work is done "orally" through communication and mental processing rather than with the help of "written" materials.
Without the use of pen and paper.
Importance of Oral Language in Mathematics
Students need to be able to communicate their mathematical thinking because:
To help them build confidence in their mathematical thinking and understanding.
To help their peers understand a concept that might be harder for others.
Developing vocabulary
A unique set of terms, symbols, notations, and rules.
Mathematical language can be used to communicate ideas and comprehend mathematical concepts.
Math as a Language?
In math, it is important to recognize the language that is mostly composed of numbers, factors, and connections that are represented by abstract symbols and writing.
Complete sentences:
Math facts - can be compared to the English language. Using mathematical terminology and notations.
Numbers represent nouns, operation signs (+, -, x, /, =) serves as verbs.
Math language uses specific vocabulary, grammatical structures, precision in expression, and symbols which are precise forms of shorthand.
Mathematics Oral Language Strategies
Dialogic Teaching
Dialogic Teaching
Students' understanding of new material is most effectively achieved when the curriculum is co-constructed through dialogue.
Students can make connections to previous learning both in and out of school.
Encouraged to voice their ideas and opinions in the knowledge that they will be taken seriously by the teachers as well as their peers.
Higher levels of teacher support are necessary.
Message Abundancy
Message Abundancy
Key ideas are presented in a multitude of ways, which will most likely be better understood.
Use in the classroom:
Visuals, graphs, diagrams, mind maps, or graphic outlines.
Intersperse the key material in other sources of input, such as videos or diagrams.
In guided notes, give students a highlighter for them to indicate keywords and mathematical concepts as they are being introduced.
flow charts, sequence of pictures, and steps of how to solve problems which represent the most important information.
If relevant, draw attention to other problems, written texts, or websites that supply practice problems where the same information is presented.
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