Mathematics Language In-Class Instruction

Abstract

Abstract The goal of the research was to compare the level of mathematic language acquisition between students of lower grades in special elementary schools for children who are hearing impaired and students of a mainstream elementary school. A total of 239 children attending mainstream and special schools in the territory of Serbia were included in the research. Instruction of mathematics in schools for students who are hearing impaired has a different character as it contains elements of native language instruction. Obtained results show a significant difference in some fields. A conclusion stating that the level of language acquisition is in direct correlation with the level of acquisition of mathematics language imposes itself. What that means is that hearing impaired children have not only to comprehend mathematics relations, but also to learn mathematic terms in a completely different way as compared to children who are hearing. Key words: mathematics, acquisition, hearing impaired child (ProQuest: ... denotes formula omitted.) Introduction Mathematics, rightly viewed, possesses not only truth, but supreme beauty. - Russell Mathematics is a way of communication between people (1). It is a form of language - international language - in which symbols are used for communication. Mastering a language in the context of a specific subject is a tough process for many pupils. It is not possible to learn the language of mathematics without learning its words - mathematic terms. Simple words, known to pupils, in the mathematical context get new, more or less unexpected meanings. Many pupils have trouble following lectures with mathematical content. The reasoning is an unfamiliarity with mathematical terms, symbols, rules, operations and algorithms. Unfortunately, the majority of pupils and teachers are not aware of the importance of adopting mathematical terms and their everyday use with its correlation to the native language. Here we can also look for the reason mathematics have always been one of the completely unjustified obstacles in many pupils' success. A child's native language and mathematic language play an important role in the process of conceptualizing mathematical ideas and the application of mathematic knowledge. In order to successfully understand and solve mathematical problems, especially verbal ones, it is necessary to understand mathematic vocabulary and grammar and to be able to translate symbols and expressions from mathematic to native language and vice versa (2). There are three components to every mathematical concept: linguistic (mathematical vocabulary, syntax, and rules of translation from mathematic language to native and vice versa), conceptual (mathematical idea and mental imagining of the term) and procedural (calculation procedure applied depending on the concept). In the early stages of learning a mathematical concept, the emphasis should be on the conceptual development and language (3). Yet, it is common for the process of learning mathematics in schools to be largely committed to procedural components and very little to the understanding of terminology, mathematic language translation, etc., which often leads to problems. One of the main components of solving textual problems is translation: 1) formulation of a realistic situation in the native language; 2) translation of language expressions into mathematic language (noticing and writing down the mathematical equation); 3) translating the mathematical results back into the native language and creating a response adequate to the given life situation. (4). The connection of mathematics instruction with speech is especially important characteristic in the instruction of mathematics in schools for students who are hearing impaired. This link between the language and mathematics makes this course-specific and posses a series of problems to be solved while lecturing the subject (5). …