Mathematics in Language

Abstract

Elementary mathematics is deeply rooted in ordinary language, which in some respects anticipates and supports the learning of mathematics, but which in other respects hinders this learning. This paper explores a number of areas of arithmetic and other elementary areas of mathematics, considering for each area whether it helps or hinders the young learner: counting and larger numbers, sets and brackets, algebra and variables, zero and negation, approximation, scales and relationships, and probability. The conclusion is that ordinary language anticipates the mathematics of counting, arithmetic, algebra, variables and brackets, zero and probability; but that negation, approximation and probability are particularly problematic because mathematics demands a different way of thinking, and different mental capacity, compared with ordinary language. School teachers should be aware of the mathematics already built into language so as to build on it; and they should also be able to offer special help in the conflict zones.