Mathematics is a universal language but if that language is misunderstood, it becomes a barrier rather than a bridge. In South Africa’s multilingual classrooms, precision in mathematical terminology is not just helpful—it’s essential.
Misinterpreting key terms can derail understanding and erode confidence. This blog explores how using accurate language in the maths classroom builds clarity, confidence, and stronger conceptual understanding.
Why Language Matters in South African Maths Classrooms
Everyday Words vs Mathematical Terms
Language plays a crucial role in understanding mathematical concepts, yet many South African learners receive instruction in a language that is not their home language. This challenge can lead to misunderstandings, making it difficult for learners to grasp key mathematical ideas. For example, the term “difference” in mathematics refers to subtraction, but in everyday language, it means dissimilarity.
Similarly, words like “sum” and “product” have specific mathematical meanings that differ from their general usage. Educators must be aware of these distinctions and explicitly teach the meanings of mathematical terms to prevent confusion.
The Impact of Home Language Differences
One effective strategy is to use real-life scenarios to clarify mathematical language. For example, in a Grade 2 classroom, a teacher might ask, “If Phakamile has 10 sweets and Thando has 7, how many more sweets does Phakamile have?” Instead of simply stating the answer, learners can be guided to discuss what “how many more” means and physically model subtraction using counters or drawings. By connecting mathematical terms to everyday experiences, learners build a deeper understanding.
Precision in Problem-Solving
Common Misunderstandings
Mathematics requires precision. A minor misinterpretation of a problem can lead to incorrect solutions. Consider word problems—if a learner misunderstands a term or phrase, they may apply the wrong operation.
For example, a question asking how many more apples one person has than another requires subtraction. If the language is unclear, a learner may mistakenly add the numbers.
Teachers should focus on modelling correct mathematical language. Instead of using vague terms, they can be explicit, saying, “When we find the difference, we subtract.” In a practical classroom setting, learners can participate in a “math talk” activity where they explain their reasoning.
A teacher might ask, “Why did you choose addition here instead of multiplication?” and encourage learners to articulate their thought processes. By reinforcing precise mathematical language, learners become more confident problem solvers.
Encouraging Reflective Reasoning
A strong mathematical foundation is built through discussion and reasoning. When learners talk about their mathematical thinking, they refine their understanding of concepts. Classroom discussions allow teachers to identify misconceptions and correct them immediately.
One engaging method is peer teaching. Learners can work in pairs, with one learner explaining how to solve a problem while the other asks questions. For example, in a Grade 3 class working on fractions, one learner might explain, “To find a half of 8, I divide 8 by 2.”
The other learner could then ask, “Why do we divide instead of multiply?” These interactions not only strengthen comprehension but also develop learners’ ability to communicate mathematical ideas effectively.
Empowering South African Learners Through Language in Mathematics
Correct language usage in mathematics education is vital for ensuring that all South African learners, regardless of their linguistic background, develop a strong grasp of mathematical concepts.
By bridging language gaps, using precise terminology, and fostering discussions through real-world examples and interactive activities, educators can create a dynamic and engaging learning environment.
A focus on language not only enhances understanding but also empowers learners to engage with mathematics more effectively, leading to improved academic outcomes.
Author:
Sonja Coertzen
Lecturer, SANTS
