This week, during a study group for my calculus class, an international student expressed frustration with an assignment, lamenting that English was not his first language. I found this fascinating. To me, math has always felt like a universal language, something anyone could understand regardless of their spoken language. But this interaction made me question that assumption. I realized that math, though seemingly universal, may not be as accessible when it’s tied to complex vocabulary. Curious, I looked into the relationship between math and language and found an intriguing article on the topic.
An Interesting Article
The article Experienced Teachers Talking about Their Mathematics Teaching with Linguistically Disadvantaged Learners by Jenni Ingram at Oxford, examines how teachers tackle linguistic challenges when teaching math, particularly probability. The study explored difficulties students face with mathematical language and how teachers address these issues. By surveying teachers from 7 countries, the study found that understanding math requires more than just grasping numbers and symbols; students need to navigate the often dense vocabulary. Holistic approaches to teaching vocabulary and emphasizing the connections between terms proved essential. When students were exposed to more collaborative learning environments, where teachers and peers used more conversational, everyday language, they could often engage more with mathematical concepts.
My Take
This resonated with me. My classmate’s frustration showed me how despite being seen as a "universal" language, math still needs translation. Recognizing and addressing these barriers, whether through vocabulary, listening, or collaboration, is vital to ensure that students with varied linguistic skills can thrive in learning environments.