Difficulties with language
To support students experiencing difficulties with language, teachers should assess students’ current understanding of mathematics-specific language for upcoming units of work.
The Mathematics K–6 Syllabus incorporates the language associated with each outcome in the ‘students learn about’ and ‘students learn to’ columns. Additional information in relation to language is provided under ‘Language’ for each outcome.
Examples
The teacher should explicitly teach students any unfamiliar mathematics-specific language before, or as part of, a unit or lesson.
The following are examples of strategies to assist students’ understanding of mathematics-specific language:
- modelling
- teach using examples and non-examples
- teach using visual aids
- teach using synonyms
- teach using definitions
- teach the meaning of prefixes
- engage students in opportunities to practise using new vocabulary in meaningful contexts (including discussions).
Modelling
When modelling mathematics-specific language, the teacher draws attention to key features of the concept. This is a useful strategy when a term or concept is difficult to define.
Example
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When modelling the features of a triangular prism, the teacher points to and labels features of the prism (the teacher may identify the features using a solid and/or a net). ‘A prism is a solid with two parallel faces (“bases”) that are the same size and shape. The type of prism is named according to the shape of the bases. A triangular prism, for example, has two triangular bases.’ |
Teach using examples and non-examples
The teacher assists the development of students’ understanding by providing examples and non-examples of a concept. The teacher should start with non-examples that are very different and progress to non-examples that differ only in relation to critical features.
Examples and non-examples are useful for students who have difficulty understanding detailed definitions, assisting them to focus on the critical features of a concept.
Example
The teacher models the concept of a square by showing students examples and non-examples of squares saying, ‘This is a square’. or ‘This is not a square’.
The teacher then guides student practice by presenting examples and non-examples of squares, asking ‘Is this a square?’
Students are provided with opportunities to group examples and non-examples of squares.
After the students have demonstrated that they are able to identify examples and non-examples of squares using non-examples from (1), the process above is repeated using non-examples from (2).
Teach using visual aids
Language can be taught using visual aids such as highlighted text, graphic organisers and
labelled pictures, individualised communication systems or diagrams.
Visual aids are useful for students who learn better when a visual support accompanies a verbal or written explanation.
Teach using synonyms
Language can be taught by equating new language to a familiar word or words. The teacher may choose to make a visual display with the synonyms listed under or around the new term/concept.
Example
Teach using definitions
Language can be taught by explaining the meaning of mathematics-specific terms using clear and concise language. Students might use a dictionary to find the meaning of unfamiliar terms.
The definitions of mathematics-specific terms can be recorded in a glossary.
Example
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The teacher defines the term factor by saying ‘a factor of a given number is a whole number that divides it exactly (eg 1, 2, 3, 4, 6 and 12 are the factors of 12)’. |
Teach the meaning of prefixes
Teaching students the meaning of prefixes (eg pent-, cent-, kilo- etc) provides clues about word meanings.
Teaching prefixes is useful in demonstrating the relationships between terms.
Example
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‘Kilo’ means 1000 |
