The language of mathematics is exactly that, it is a
language with its own set of sybols, rules, sentence structures, definitions,
connotations, and assumptions. As math teachers, before we are able to have
students’ understand the concepts, they must first be able to interpret what is
being communicated and later asked.
The first assumption I feel that is most commonly made is
that students are already familiar with common vocabulary lent from other
subject areas and can differentiate the use of its many definitions. English
language learners have an especially difficult time with this added challenge
to understanding English, never mind “math English”, and similarly with
students who have not been properly exposed to or scaffolded the needed
academic math language with each grade level.
This leads to the reoccurring societal stigma that follows
mathematics. Many students have not been properly introduced or taught how to
handle math terms in past years. The educator has the added responsibility of
checking the level of understanding of students and how comfortably they can
work with what is supposed to be assumed knowledge at the secondary level.
Teachers must then accommodate these learners needing to build their vocabulary
in addition to properly enforcing new terms introduced within the classroom. As
outlined by the article, group activities, games, and simply time put aside to
break down and explain vocabulary is required.
Next, the way in which information is presented in textbooks
provides some challenges or habits that can disrupt students understanding.
Using sources that strictly employ a single method to presentation of information,
form word problems, or sketch diagrams may constrict definitions. Students may
become attached to a single form of presentation or definition and thus become
confused when other expressions are used. (This was highlighted with division
symbols, multiplication, triangles, polygons, etc.)
Finally, especially at the secondary level, assumed
knowledge of prior experience with word problems can inhibit student
comprehension. Without stopping to break down problem solving methods or model
problem solving while demonstrating thinking patterns, some students may never
be taught how to approach problems that are so heavily used in math classrooms.
Again, putting aside the time to emphasize and practice these methods can strengthen
student abilities to confidently approach problems.
While textbooks offer a rich source of structured lessons to
introduce curriculum content, they can actually act as a barrier to student
understanding. Teachers must be familiar with how resources accessible to
students convey material, simplify or complicate concepts, present examples,
ask questions, and be cognizant of the text’s goal to promote necessary or
arbitrary learning. On top of this, I feel it is necessary for teachers to be
familiar with previous grade level textbooks/resources and following year
textbooks to know what kind of knowledge students may be equipped with, or what
they need to be prepared to encounter.
No comments:
Post a Comment