 A student’s ability to understand what you say can have a major impact on their ability to learn  There are three main ways in which children’s failure to understand mathematical vocabulary may become evident and show itself: ◦ students do not respond to questions in lessons ◦ they cannot do a task they are set or ◦ they do not achieve well in testing.

 We need to teach mathematical language terms specifically in context.  We also need to refer to common difficulties with specific mathematical language usage, eg teen numbers  We often use informal everyday language in mathematics lessons before or alongside precise mathematical vocabulary.  While this is done to assist students in grasping the meaning of different words and phrases, a structured approach to teaching and learning of mathematical vocabulary is essential to build on their understanding of mathematical concepts.

 Their lack of response may be because: ◦ They do not understand the spoken or written instructions-such as ‘draw a line between’..’ring’....or ‘find two different ways to’ ◦ They are not familiar with mathematical vocabulary-that is, words such as difference, equation ◦ They may be confused about mathematical terms-such as ‘odd’ or ‘table’ which have a different meaning in everyday language. ◦ They may be confused about other words-like ‘area’ or ‘divide’ which are used everyday and have similar though more precise contextual meanings in mathematics  Mathematical language is crucial to children’s development of thinking. If students don’t have vocabulary to talk about mathematical concepts, processes and strategies they cannot make progress in understanding mathematical knowledge and its application

 We need to plan the introduction of new words in a suitable context with real relevant objects, mathematical equipment, pictures and diagrams.  Students cannot learn the meaning of words in isolation.  Words need to be explained carefully and reinforced several times because referring to new words only once will do little to promote deep learning.  We need to encourage their use in context in oral session, particularly through questioning.  Questioning assist in sorting out ambiguities or misconceptions students may have through a range of open and closed questions.

 Conversational Vocab- oral vocab we use every day  Academic Vocab – written Vocab that is often abstract ◦ Brick words – key concepts- fractions, ratio, addition etc ◦ Mortor words – words you need to know in order to understand brick words- on top of, next to, underneath, analyse,

 Tier 1Words- Basic words- on, under, below, next to, block, one, ten  Tier 2 Words– Academic words- common across a number of academic areas- see ‘working Mathematically words  Tier 3 Words- Subject specific words- triangle, denominator, addition, multiplication

 For a student to have a good knowledge of a word they need to have the ability to discuss, elaborate, and demonstrate the meaning of the word in multiple contexts.  In order to learn and retain new words, students need to be involved in active learning activities that enable them to associate between the word meaning and their own life experiences

 When teaching Vocabulary it needs to be fun, enjoyable and engaging  Select words to explicitly teach then give multiple encounters with the words  When introducing a word:- ◦ Give a simple definition of the word ◦ Refer to the word origin (if you can) ◦ Create a basic picture to associate with the word ◦ Show or tell an actual example of the word ◦ Give a non- example to clarify the meaning of the word

 Step 1: Explain—Provide a student-friendly description,  explanation, or example of the new term.  Step 2: Restate—Ask students to restate the description,  explanation, or example in their own words.  Step 3: Show—Ask students to construct a picture, symbol,  or graphic representation of the term.  Step 4: Discuss—Engage students periodically in structured  vocabulary discussions that help them add to their  knowledge of the terms in their vocabulary notebooks.  Step 5: Refine and reflect—Periodically ask students to return  to their notebooks to discuss and refine entries.  Step 6: Apply in Learning Games—Involve students periodically  in games that allow them to play with terms.

 Year 2-7 teachers  Looking at either the year 3,5 or NAPLAN Numeracy test identify the words that the Tier 2 and 3 words that the students will need to know and understand to access the test  Prep & Year 1 teachers  Apart from the actual numbers, what Tier 2 and Tier 3 words do the students in your class need to know and understand to be able to complete the AC descriptors in the area of Number

 What did you learn from this exercise?  How much Maths Vocab do you currently explicitly teach in your classroom?  How will you now incorporate Maths Vocab into your maths lessons