In a nutshell
- Maths language also encompasses the ability to understand relational terms (e.g. before, after, between), spatial concepts (e.g. above, next to, inside), and the linguistic structures needed to interpret mathematical problems.
- Different scholars have contributed to the understanding of the term ‘maths language’. Han and Ginsburg (2001) conceptualized it as the keywords and concepts required for mathematical activities. Klibanoff et al. (2006) highlighted that maths language encompasses children’s comprehension of mathematical concepts like counting (e.g. one, two, three…), and equivalence (e.g. same, equal). Purpura et al. (2017) defined mathematical language as quantitative and spatial terms used to describe comparisons and relations in mathematics. Maths language refers to the fundamental words, terms or concepts that are essential for performing mathematical-related activities. Purpura et al. (2019) emphasized the potential of maths language in fostering early maths skills and knowledge. Turan and De Smedt (2024) found that maths language influences numeracy skills in early childhood children. Furthermore, Toll and van Luit (2014) found that maths language significantly influences the relationship between general vocabulary and numeracy skills.
The early years of a child’s education are crucial for laying a strong foundation in mathematics. However, learning mathematics is not solely about numbers and operations; it is equally about understanding the language of mathematics. In the primary education phase, acquiring the language of mathematics is fundamental to developing deep mathematical thinking and communication skills (Baroody, 2003; Clements & Sarama, 2014). This passage explores the importance of mathematical language, its components and strategies for encouraging mathematical language development in young learners.
Mathematical language refers to the words, symbols and structures used to express mathematical ideas, which includes vocabulary (e.g. more, less, equal, add, subtract, bigger, smaller, share), symbols (e.g. +, −, =, <, >), conceptual language (e.g. ‘How many altogether?’, ‘Double that’, ‘What comes next?’) and visual representations (e.g. diagrams, charts, number lines, manipulatives) (Van de Walle et al., 2018). Mathematical language serves both expressive and receptive functions that children need to understand (i.e. listen, read) and use (i.e. speak, write) to make sense of concepts and solve problems.
Learning mathematics is important in the primary education phase because children learn mathematical concepts through interaction with their environment and guided exploration. Clear and consistent use of mathematical language helps children build mental models and understand abstract concepts more concretely (Clements & Sarama, 2014). Furthermore, the ability to understand and articulate a problem using mathematical terms enables learners to identify appropriate strategies and solutions (Baroody, 2003). In addition, mathematics is a language itself. Teaching children how to communicate their thinking using mathematics vocabulary develops reasoning and critical thinking (NCTM, 2014). On the other hand, explicit instruction in mathematics vocabulary helps many learners, especially those learning in a second language, bridge the gap between language development and numeracy skills (Schleppegrell, 2007).
There are challenges in learning mathematics language; for instance, learners in multilingual settings may struggle with English or other languages used as the medium of instruction, some learners may not be exposed to rich mathematical language at home, and many mathematical concepts are abstract, requiring careful scaffolding and multiple representations (Schleppegrell, 2007). Parents play a critical role in reinforcing mathematics at home. Everyday activities, such as cooking, shopping or setting the table, offer rich opportunities to use mathematics at home. Simple actions, like counting aloud, comparing sizes or discussing times and routines, help children internalize mathematical concepts (Ginsburg et al., 2008).
Mathematical language is the key to unlocking mathematical understanding in the early years. Teachers must be deliberate in teaching and using this language while creating engaging, supportive and inclusive learning environments. By empowering young learners with the tools to speak, understand and think mathematically, we pave the way for confident and competent mathematical learners.
