Speaking Mathematically
Mathematically speaking: the importance of language in the learning of mathematics
Kerry O’Regan Flexible Learning Centre, University of South Australia
The genesis of this paper was a study which set out to explore the part played by emotion in the learning of mathematics, and which encountered a number of other things along the way. Part of the data from that study comprised transcripts of discussions involving three groups: university mathematics lecturers and secondary and primary education students. One of the themes emerging from the discussions (which focussed on learning experiences of the participants) was the importance of verbalising mathematical concepts, relationships and processes in order to construct meaning and make sense of them. This finding stimulated the author to delve into the literature of psycholinguistics from the classic writings of the middle of the century to recent studies of the place of language in learning, particularly the learning of mathematics. The paper documents this exploration and ends up by posing the question of how the critical process of making meaning through language can be accommodated, not only in traditional face-to-face teaching/learning environments, but also in settings that are increasing remote and electronic. Talking is a wonderful smoother-over of difficulties. When I come upon anything – in Logic or any other hard subject – that entirely puzzles me, I find it a capital plan to talk it over, aloud, even when I am alone. (Lewis Carroll. Introduction to Symbolic Logic. 1896)
Introduction Traditionally, mathematics and language-based subjects have resided on opposite sides of a great divide. This has been typified in, for example, the nature of tutorials within these two discipline areas. Language-based subjects have a tradition of language-based tutorials in which students are expected and encouraged to talk and work together collaboratively, using language to construct and articulate their ideas.
Kerry O’Regan Flexible Learning Centre, University of South Australia
The genesis of this paper was a study which set out to explore the part played by emotion in the learning of mathematics, and which encountered a number of other things along the way. Part of the data from that study comprised transcripts of discussions involving three groups: university mathematics lecturers and secondary and primary education students. One of the themes emerging from the discussions (which focussed on learning experiences of the participants) was the importance of verbalising mathematical concepts, relationships and processes in order to construct meaning and make sense of them. This finding stimulated the author to delve into the literature of psycholinguistics from the classic writings of the middle of the century to recent studies of the place of language in learning, particularly the learning of mathematics. The paper documents this exploration and ends up by posing the question of how the critical process of making meaning through language can be accommodated, not only in traditional face-to-face teaching/learning environments, but also in settings that are increasing remote and electronic. Talking is a wonderful smoother-over of difficulties. When I come upon anything – in Logic or any other hard subject – that entirely puzzles me, I find it a capital plan to talk it over, aloud, even when I am alone. (Lewis Carroll. Introduction to Symbolic Logic. 1896)
Introduction Traditionally, mathematics and language-based subjects have resided on opposite sides of a great divide. This has been typified in, for example, the nature of tutorials within these two discipline areas. Language-based subjects have a tradition of language-based tutorials in which students are expected and encouraged to talk and work together collaboratively, using language to construct and articulate their ideas.