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Language and communication are very important in daily life dealings and work. In the same way mathematics also has special language. Mathematical Literacy is a powerful resource due to which we can use wide spectrum of strategies and approaches for building students’ facility in mathematical communication.

Literacy demonstrates how we can use improved learning through traditional communication skills such as: * listening
* writing
* speaking
* reading

and also describes math specific communication:
* graphing
* diagrams
* symbolizing
* tables

It provides everything what you need in daily life and in your classroom, guiding you through the ample research base and theoretical underpinnings supporting its ideas, demonstrating implementation through detailed classroom vignettes, and presenting ready-to-use tools and activities that connect theory directly to practice.

Whether you are student or teacher or creating whole-staff professional learning, Mathematical Literacy promotes professional learning with questions interspersed throughout that encourage reflection and prompt you to action. It offers many paths for teachers to take as they help students to improve their use of mathematical language and grow as mathematicians.

Aims and Objectives:

I will try to explain following points in this assignment

Types of Language Difficulties
Specific Problems
Teaching Strategies
Activities and Materials
Further Development

Types of Language Difficulties and Specific Problems:

The language difficulties which are very common in mathematics are abstract and natural language, vocabulary, miscues in word problems, syntax and some others. The importance of language in learning mathematics cannot be over stated.We understand mathematics by making connections between language, pictures and smbols. Vocabulary:

The difficulties associated with vocabulary of mathematics include following. 1. Mathematics uses a number of technical words that are not usually used in daily routine like ‘parallelogram’ and ‘division’. Such words are not enforced in everyday usage so it is difficult for pupils to understand it easily. 2. There are words that are used in everyday language, which have different or more specific meanings in mathematics. 3. It is very important to note that word teachers use routinely can echo in unexpected ways in the minds of their listeners or readers, particularly in ways that reflect different experiences and contexts. Such words include acute, base, chaos, chord, composite, concurrent, coordinate, group, linear, matrix, mean, network, obtuse, order, power, prism, proof, radical, range, relation, root, series, set, vector, and volume. Each has a precise mathematical meaning; each also has multiple alternative meanings. Syntax:

The first difficulty relates to the subtle use of prepositions in basic statements we make in mathematics. * ‘Divide 25 by 10’ and ‘divide into 10’.
* ‘Reduce this price by 20’ and reduce this price to 20’.

Teacher should also recognize the syntactical complexity of many of the statements they make and the questions they pose in mathematics. Consider for example, this question: ’Which number between 25 and 30 cannot be divided equally by either 3 or 2?’ To grasp this student not only has to hold in their mind a number of pieces of detailed information, but also has to relate these together in the precise way implied by the complex syntax of the sentence. it is hugely demanding task. So these kinds of things make it difficult for pupils to grasp it. Abstract and Natural Language:

Pupils need to learn correct, formal mathematical language. For example ‘20-10=10’ is read formally as ‘twenty subtract ten equals to ten’....
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