Mathematical Vocabulary: Fixers of Knowledge or Points of Exploration?

Abstract

This paper examines the idea that in mathematics education it is important to wean pupils off the use of informal everyday language and to privilege the use of formal technical vocabulary. I will first make some observations on the use of formal and informal language in the Dimensions transcript. The main focus of the next part of the discussion is on the complexities in establishing core and non-core vocabulary meaning and the need to use words to represent established meaning/s as well as to create new ones. After that I will draw on research in mathematics education to show that informal and formal language (including technical vocabulary)is used in various combinations and that pupils can, indeed need to, use informal language productively to explore concepts represented by technical vocabulary.