Mathematical language skills of mathematics teachers

2013 ◽  
Vol 5 (6) ◽  
pp. 238-245
Author(s):  
Burcin Gokkurt ◽  
Yasin Soylu ◽  
Tugba Ornek
Keyword(s):  
Mathematics Teachers ◽  
Language Skills ◽  
Mathematical Language

scholarly journals The Effect of Mathematical Language On Learning Mathematics

2020 ◽  
Vol 3 ◽  
pp. 617-621
Author(s):  
Priska Wahyuni ◽  
Saka Aji Pangestu ◽  
Itsna Shalihatus Sabila Mursyida ◽  
Aji Pangestu
Keyword(s):  
Language Skills ◽  
Learning Activity ◽  
Teaching Mathematics ◽  
Student Interest ◽  
Mathematical Language ◽  
Human Beings ◽  
Communication Tool ◽  
Language Abilities ◽  
Mathematical Concepts ◽  
Learning Mathematics

Language as a communication tool has an important role in interaction between human beings. Language can be used by humans to convey ideas, ideas, desires, feelings and experiences to others. Especially in a learning activity where communication tools such as language must be clearly and easily understood. In learning mathematics, the language of mathematics is very important in helping the learning process. Because to understand mathematical concepts easily requires mathematical language skills. However, the situation on the ground shows that students' understanding of mathematical language is not optimal. This study aims to determine the effect of students' mathematical language on understanding material. So the results of this study can be used by teachers as a reference in teaching mathematics to students and teachers become more concerned with students' mathematical language abilities. The method used in this study is the study of literature, which examines relevant previous studies and concludes based on the results obtained. The results of this study are that if students have understood the language of mathematics well, students can receive and understand the material easily and can increase student interest in learning. So indirectly high mathematical language skills can improve students' mathematical ideas to be more structured and convincing. Moreover, on material related to many symbols such as algebra. In addition, students can receive and understand the material easily and student interest in learning will increase.

The Dangers of Mathematical Modeling

2002 ◽  
Vol 95 (2) ◽  
pp. 140-145
Author(s):  
Angela D. A. Köhler
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Teachers ◽  
Real World ◽  
Real Life ◽  
Mathematical Language ◽  
Mathematical Skills ◽  
School Year ◽  
Or Economics ◽  
The Given

When setting long-term goals, mathematics teachers face a constant dilemma. Most of us realize that our students will need to be mathematically literate in their future jobs, be able to see the real world through mathematical eyes, and be ready to handle the huge quantities of numbers that will be presented to them in their company's reports and in the news. During most of the school year, however, we give our students problems that are already written in mathematical language. Even the socalled real-life applications often consist of just an equation from physics, medicine, or economics that students are expected to analyze algebraically or graphically. They do not learn how the equation was originally derived, and they can often solve such problems without giving any thought to the application. To truly connect their mathematical skills with the outside world, we need to confront them with problems that have not yet been translated into the language of mathematics. We should just say “Now what?” and give them the necessary time to try out several mathematical models for the given situation.

scholarly journals Examining Problem-Solving and Problem-Posing Skills of Pre-Service Mathematics Teachers: A Qualitative Study

2021 ◽  
Author(s):  
Furkan Özdemir ◽  
Halil Coşkun Çelik
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Alternative Assessment ◽  
Problem Posing ◽  
Research Approach ◽  
Mathematical Language ◽  
State University ◽  
Assessment Approach ◽  
Study Participants

The aim of this study is to examine the problem-solving processes and problem-posing skills of pre-service mathematics teachers, which consists of four stages (understanding the problem, preparing a plan for the solution, applying the plan, evaluating) defined by Polya (1997) with the progressive scoring scale based on the alternative assessment approach. Qualitative research approach has been adopted in the study. Participants of the study consist of 71 pre-service teachers studying at the department of primary education mathematics teaching at the education faculty of a state university in the Southeastern Anatolia region of Turkey. Since the problem solving and problem posing behaviors of the participants were examined separately in the study, the gradual scoring scale developed by Baki (2008) was used. As a result of the analysis, it was determined that the participants showed the highest performance in the category of understanding the problem, and the lowest performance in the category of evaluation and problem posing. It was determined that participants who failed in the problem posing phase either wrote the same problem or could not write a problem. Another result reached in the study is that the participants had difficulties in expressing the operations in mathematical language.

“Weigh” to Go! Exploring Mathematical Language

2005 ◽  
Vol 10 (9) ◽  
pp. 444-448
Author(s):  
Thomasenia Adams ◽  
Fiona Thangata ◽  
Cindy King
Keyword(s):  
Academic Success ◽  
Mathematics Teachers ◽  
Mathematical Language ◽  
Students Success ◽  
Primary Medium

Sometimes what we say or what we intend to say is not understood by those with whom we are speaking. In classrooms where a specialized vocabulary and structure of communication are necessary for academic success, teachers must be aware of any factors that might impede students' success. In mathematics, for example, language is the primary medium for constructing, sharing, and expanding ideas. Being both proficient with and understanding mathematical language in the form of vocabulary, symbols, expressions, definitions, and so on, are important. Therefore, it is critical for mathematics teachers to consider problems that students might be having with the language of mathematics.

scholarly journals RELATIONSHIP BETWEEN LINGUISTICS INTELLIGENCE TO LOGICAL-MATHEMATIC INTELLIGENCE IN PUBLIC ELEMENTARY SCHOOL STUDENTS KELURAHAN CIJANTUNG, EAST JAKARTA

2020 ◽  
Vol 3 (2) ◽  
pp. 118-124
Author(s):  
Priarti Megawanti ◽  
Eka Septiani
Keyword(s):  
Language Skills ◽  
Mathematical Problem ◽  
Coefficient Of Determination ◽  
Mathematical Language ◽  
Simple Linear Regression ◽  
Simple Correlation ◽  
School Students ◽  
Regression Test ◽  
Mathematical Problems ◽  
The Universe

Abstract: For those who studied ang studying mathematics, are often labeled with a tendency to be stiff and few words, less creative, even minus the imaginative. In fact, someone who is great in numbers actually able to understand the nature and can solve the daily problems. That is because mathematics is actually more than just the science of counting numbers and memorizing formulas, but the science that simplifies the universe into numbers and formulas. The ability to solve mathematical problems cannot be separated from language skills. Language skills will help someone to understand mathematical language that uses a combination of numbers, letters, and symbols. That way, it is very interesting to know whether language ability has a relationship with one's mathematical ability. Simple linear regression test showed that there is a significant influence between language intelligence and mathematical intelligence. The results of the analysis for simple correlation (Product Moment) showed a significant positive correlation between language intelligence and mathematical intelligence. The coefficient of determination is obtained at 44.021%, which means that Language Intelligence affects Mathematical Intelligence as much as 44, 021%. Students who have language intelligence will more easily understand mathematical problems, because in answering a mathematical problem, one must be able to know the purpose of the problem first. Because mathematics uses a combination of numbers, letters, and symbols, it is very important for someone who wants to master mathematics to understand the meaning and purpose of language. Logically, someone who has language intelligence has a curiosity to find out the implicit meaning of what he is learning. He tends not only to memorize the formula but try to understand it. At the stage of being able to understand a language, someone will more easily understand the purpose of the problem and answer it correctly.Key Words: intelligence, language, mathematical.

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