The language and skills of maths

During the past week, I spent some time reflecting on the specific language associated with maths, and the skills to be learned as part of the 1999 curriculum.

Language
It is so important to bear in mind that the very vocabulary we use in maths might pose problems to pupils when they are learning new concepts.

In some cases, the words or phrases we use might not have been previously encountered by the children - for instance, 'prime number', 'multiply', etc.

In other cases words might be used in different ways than pupils have previously seen. For example, consider the word 'table'. From a young age, this word will be familiar to children as representing a concrete item that they can see in their homes - a piece of furniture. In maths, however, suddenly it means something new. The word 'table' may be used in the context of multiplication, or perhaps in the representation of data in columns and rows.

The teacher must be mindful of potential misunderstandings or confusion. This may be overcome by repeatedly using this new vocabulary in context, having presented it during the Introduction phase of a lesson. Activities and tasks which require pupils to communicate with one another using the language of maths are ideal. The teacher should observe such work and scaffold or model correct language use as required to aid pupils' development.

Skills
During a recent on-site class for maths I was reminded by my tutor to heed the mathematical skills that the curriculum aims to develop in children. Learning in maths should be "practical and relevant" (Mathematics Curriculum, NCCA, 1999, p.15). It is important that skills learned in one area can be generalised and applied elsewhere, both within maths and across other subject areas. Maths permeates our lives in a plethora of contexts, and the role of the teacher is to prepare the children for this. Where good skills development occurs, the pupil will be enabled not simply to solve familiar problems, but to extend his/her learning to overcome new obstacles using good reasoning and logic.

The ability to think in such a fashion has many uses, not least in the field of computer science and programming. Pupils might apply their skills in activities such as using the computer programme Scrach, which requires some knowledge of co-ordinate geometry, and consideration and cause and effect. Teachers should endeavour to ground learning in the context of pupils' interests and hobbies outside of school, where possible, to engage and maintain their interests.