When a child is having difficulty with math, one piece of the puzzle to carefully consider is language, and the role it plays in mathematics. For many children math is tricky enough, but when you toss language challenges into the mix, it can seem insurmountable for a struggling learner.
When we think about math we tend to think about numbers, often forgetting how much language is involved. However, even a basic math equation can be full of vocabulary traps.
For example, consider the simple concept of addition. Even at the most introductory levels we can find addition worksheets, without any word problems, that have instructions including:
Add
Add the numbers together
Add the problems
Count on
Tell how many
Fill in the total
Find each sum
Solve by finding the sum
Solve each problem
Compute
Complete the equations
Calculate the problems
For some children, this can be overwhelming. Learners require various amounts of repetitive practice in order to master a specific task. Some are able to pick up a new concept quickly, and even translate the skill to other areas of their learning without a lot of repetition. Others require an average amount of practice. Those with learning challenges need the opportunity to use their new skill more frequently, and with additional support, before they feel comfortable applying it independently with confidence and success.
However, imagine the effect on the learner if the language being used is different each time the concept is presented or practiced.
Sometimes in a school environment the curriculum might use different terminology than that used on supplemental practice materials. Children who need additional help are often exposed to different approaches in an effort to give them further assistance and practice. Not only do the printed materials often use varying vocabulary, so do the staff and teachers.
If a child is being pulled out for small group instruction to get extra support, but the secondary teacher is using different vocabulary than the classroom teacher, then this is presenting an additional challenge. Not only is the child trying to understand the mathematical concept, they are trying to determine the meaning, and connection, between the different terminology and vocabulary being used. This can increase frustration and cause a child to lose confidence and shut down.
This situation can also be seen when a child moves on to the next grade level, or switches schools, and has a different teacher. The vocabulary and terminology teachers use while teaching can depend on where they received their education and teaching license. Another circumstance where language can be the culprit is when a school district adopts a new curriculum. When developing their programs, different companies use varying terminology to teach the same concepts.
Here at Mathnasium we can assist your child in making valuable vocabulary and terminology connections. This skill will not only make learning math concepts much easier, but can be translated to other subject areas as well. Furthermore, twice weekly attendance at Mathnasium sessions gives young learners the extra practice they often don’t get at school. Call us and find out how we can help! 303-840-1184
