Need for Equipping Student Teachers with

Language of Mathematics
By

Abdul Gafoor K. Sarabi M.K.

Associate Professor Junior Research Fellow
Department of Education Department of Education
University of Calicut University of Calicut
gfr.abdul@yahoo.co.in sarapadne@gmail.com

Presented in
UGC Sponsored National Seminar on

Pedagogy of Teacher Education- Trends and Challenges

At

Farook Training College, Kozhikkode

On

18th and 19th August 2015

 Need for Equipping Student Teachers with
Language of Mathematics
Abdul Gafoor K. & Sarabi M. K.

Abstract
The significance of curriculum in building up language of mathematics which enables
learners to construct and communicate knowledge of mathematics has not received due
attention even as the pedagogical challenges faced by the students in learning mathematics
have been discussed for years. Learning language of mathematics is not only valuable in
itself but also useful in understanding other fields of knowledge especially science. It is
contended that the use of devices of language of mathematics is even helpful in learning
common languages especially in learning grammar, rhythm and versification too. It is clear
that understanding the language of mathematics and its special terms as fluently as possible,
among other benefits, releases the cognitive processes within the learner to deal with more
useful actions including solving the problem. Hence, it is important that teacher education
curricula build into it the components or elements of mathematics such that the structure of
language of mathematics is understood by the student teachers. This paper discusses the
importance of language of mathematics, its structure and significance in mathematics
education. It further suggests ways for imparting understanding of language of mathematics
to novices. In view of the relevance of language of mathematics in teaching learning, this
paper also considers strategies that can be employed in equipping future teachers with
necessary skills and competence to deal with language of mathematics.

Keywords: Teacher Education, Mathematical Vocabulary, Mathematics Learning,

Mathematical Communication, Mathematical Sentence, Mathematical Statement,
Mathematical Symbol

The laws of nature are written in the language of Mathematics…the symbols are triangles,
circles and other geometrical figures, without whose help it is impossible to comprehend a
single word.
(Galileo Galilei)
Introduction
Mathematics touches every aspect of life and hence is a significant aspect of human
learning and knowledge. However, teaching- learning mathematics in schools fails for a
variety of reasons. This has been extensively studied and explained from many perspectives.
However, the problem of mathematics in schools persists. It is in this context that this paper
approaches problem of mathematics teaching learning from the perspective of language of
mathematics. Specifically the relation of language of mathematics to the perceived
difficulties of learning it along with structure and characteristics of language of mathematics
are examined. The means of imparting language of mathematics to children and its
implications for teachers and student teachers are also considered.

2
 Nature of school Mathematics
Mathematics holds a cardinal place in school curriculum everywhere in the world.
Mathematics is used in everyday life. It has prominent role in learning and understanding
almost all the disciplines. Counting, Proportion, Percentage has immense role in everyday
life. Medicine, Banking, Commerce, Business, Health sciences, Music everywhere we are
obliged to use mathematics.
Mathematical proficiency means the ability to understand, judge, do, and use
mathematics. Such abilities are required both in contexts where one has to deal directly with
mathematics as a subject as well as other in-school and out of school situations where
mathematics plays or could play a role. These abilities in turn require lots of factual
knowledge and technical skills. Many of these skills are related to vocabulary, orthography,
and grammar necessary for learning, understanding and but not sufficient prerequisites for
literacy (Niss, 2003).
National Focus Group on Teaching of Mathematics (NCERT, 2006) recommends that
a special mention must be made of problems created by the language used in textbooks,
especially at the elementary level. It further observes that for a vast majority of Indian
children, the language of mathematics learnt in school is far removed from their everyday
speech, and especially forbidding. This becomes a major force of alienation in its own right.
Nevertheless, it is not a case of textbooks alone. When students enter schools, they are far
removed from the language of mathematics than they are from the normal language of day-
to-day communication. Hence, when children are introduced to the number concepts, units,
and arithmetic operations they have not only to learn these processes but also to learn
vocabularies, symbols, and ways of expressions in order to understand what the teacher is
trying to communicate to them. Except for the words for the first few numbers, a child
entering the school is practically ignorant of most of these concepts specific to Mathematics.
While ideas related to other areas of knowledge can be communicated in languages familiar
to the students at a level cognizable to the learner, mathematics requires a special language.
This aspect however is practically neglected by teaching learning objectives, the classroom
activities, and assessment practices of mathematics in schools at all levels.
Children learning mathematics can be considered being in double disadvantage.
Compared to learning of languages, social sciences and even natural sciences, learning of
mathematics calls for higher cognitive investment in learning concepts and principles,
processes and related skills and specific language for communicating what is being learnt.
This enhanced cognitive load in learning mathematics divides the cognitive energy in
mastering mathematical concepts, processes and related skills and specific language for
communication resulting in comparatively low attainment in all three or one or two of these
focal areas of instruction. Students and teachers usually compensate the deficit in cognitive
energy by focusing in mathematical processes and skill which seems to be for them unique to
mathematics as a subject. However, cumulatively the low level of attainment in language
specific to mathematics, and to some extent its concepts and principles, creates bottlenecks in
learning even the mathematical processes and skills. This makes mathematics the most
difficult subject being taught at school for majority of students. This failure to attain
cognitive outcomes of learning mathematics results in affective reactions in learners, making
them feel a negativity, anxiety, and fear of mathematics. In order to make mathematics
attractive to students one of the major steps thus required is helping students master the

3
language of mathematics; but, teachers of mathematics usually focus on the mathematical
competencies like having to learn the process of mathematics and its operations.
John Sweller (1994) suggests that Schema acquisition and automation are the primary
mechanism of learning. Mastery over subject depends on these two processes. Schema is the
basic unit of learning. Function of learning is to store automated schemas in long-term
memory. Learners will need additional cognitive demands in solving mathematical problems
due to the language used to present the problem. In most cases, learner will have the
mathematical schema; but only when the process of automation starts to work one can use it.
As working memory is very limited, automated schemas in long term memory will be helpful
in reducing working memory load. Language acquisition should be automated, such that
working memory can be used for solving mathematical problems and not for reading and
comprehending the language of the problem.
Nature and structure of Language of Mathematics
To master mathematical language includes to understand and to interpret oral
expressions of mathematics, to decode written and graphical representations of mathematical
ideas, to express quantitative ideas and statements orally and in writing in varied contexts.
From the perspective of novice learners much of the Mathematical problems,
processes and its results are expressed in a language alien from the more natural language
that they use to learn other school subjects. Though neither the teacher nor the curricula
explicitly states it, this language of mathematics like other languages has grammar, syntax,
vocabulary, word order, synonyms, negations, conventions, idioms, abbreviations, sentence
structure, and paragraph structure. Additionally, it has certain language features incomparable
to other languages, such as representation, equations, process symbols and relational
symbols. The language also includes a large component of logic. The concept, Language of
Mathematics, lay emphasis on all these constructions of the language (Esty, 1992).
There is parallelism, though not direct, between language of mathematics and usual
language of communication. Natural language, gradually expanded to include symbolism and
logic, is the key to both the learning of mathematics and its effective application to problem
situations. Use of appropriate language of mathematics, in ways that learners can
comprehend, in teaching, learning and communication is the key to making mathematics
intelligible. Indeed, truly, mathematics is a language. Proficiency in this language can be
acquired only by long and carefully supervised experience in using it in situations involving
argument and proof (Allen, 1988).
Not only is learning language of mathematics valuable in itself but also it is useful in
understanding other fields of knowledge especially science. It is contended that the use of
devices of language of mathematics is helpful even in learning common languages especially
in learning grammar, rhythm and versification too.
Components of Language of Mathematics
It is common nowadays to use the phrase “Language of Mathematics”. Does
Mathematics possess all the characteristics/properties of natural language? Language is a
system of Communication made up of sounds, words, rules to form words and grammar to
form sentences. Therefore, language is as a system of rules or conventions for
communication in a social context. Likewise, mathematics also has a language to
communicate mathematical ideas in a specialized way.
Components of a natural language can be enumerated as its Content, Structure and
function. Content includes Lexicon and Grapheme. Vocabulary or lexicon is the basic

4
component of any natural language. Most of the natural language has its own grapheme
which is the smallest unit used in describing the writing system of a language. Structure of
language is governed by rules related to Phonology, Morphology and Syntax. Phonology
deals with sound system of language while Morphology deals with the rules related to
formation of words. Syntax is rules related to formation of sentence that we commonly refer
as grammar in language. Then, there is the functional aspect of language - Semantics and
pragmatics. Semantics patterns the meaning of words and sentences whereas pragmatics is
system that outlines the use of language in context.
Keeping in mind the system of natural language, we can examine the language of
mathematics. Language of Mathematics can also be made into components as Content,
Structure and Function.
Mathematics has its own language with unique content that comprises grapheme and
lexicon as natural language do (Figure 1). Mathematical grapheme includes something which
is unique to mathematics viz., Diagrams, Numbers and symbolic expressions. Though we
consider Mathematics as a universal language, some of the mathematical graphemes are not
universal. For example, numbers have different written character forms in Arabic and
Malayalam languages. Mathematical symbols can be classified as
● Object/Concept Symbols ( Eg : Numbers)
● Operation/ Process symbols ( Eg: Arithmetic operations)
● Relation symbols (Eg: perpendicular, Parallel)
● Auxiliary Symbols (Eg: parentheses)
Mathematical vocabulary/Lexicon includes verbal expression/ Terms, which can be
broadly classified as Discipline specific terms, and common words that have a different
meaning in mathematics. For example, Sign, Volume, figure, odd, face have a different
meaning in Mathematics. Mathematical lexicon also includes variables, Numbers and
Symbolic expression.

Figure 1: Components of Language of Mathematics

5
 Unlike natural languages, mathematics has no special phonology to deal with speech
sounds but require morphology to deal with grammar in formation of words. A number of
mathematical terms has prefix from Latin or Greek. Morphological study of such
mathematical terms will upturn the level of comprehension of mathematical vocabulary.
Structure of mathematical language also deals with Syntax that constitutes rules related to
sentence formation. Mathematical sentence has its own grammar. For example, an equation is
a mathematical sentence with noun as expression and verb as “=” (is equal to).
The third component of language of mathematics is the functional aspect of language
- semantics and pragmatics. Semantics concern with meaning of Mathematical terms whereas
pragmatics deals with the contextual usage of mathematics. Mathematics teachers need to be
more concerned with morphology, semantics and pragmatics of Language of Mathematics.
Though Mathematics is considered as a non-linguistic subject, it has many similarities
with Language. However, we cannot consider mathematics as a mere language only.
Mathematics possesses most of the properties of natural language with some specialities
exclusively for mathematics. Mathematics is the most economical language, as it is so precise
and brief in its usage.
Objectives of Language of Mathematics for schools
From a learner perspective, Language of Mathematics is not much easy to learn and
demands continuous effort from the learner as much as to learn a second language. The major
abilities the students have to acquire in relation to language of mathematics are understand,
use, analyse, create and judge mathematical symbols and formalisms, switching from natural
language to formal symbolic language of mathematics, and vice versa, in addition to
understanding and using mathematics statements. Language of mathematics required by
students in schools also includes handling mathematical symbols and formalisms. In this
regard, students have to learn decoding and interpreting symbolic and formal mathematical
language, and understanding its relations to natural language. Understanding the nature and
rules of formal mathematical systems (both syntax and semantics) is part of learning
language specific to mathematics. Just as learning a second language requires translating
ideas from own language to the second language, learning language of mathematics also
involves translating from natural language to formal/symbolic language.(Niss , 2003; Vintere
et al, 2014)
Language of Mathematics allows one to handle and manipulate statements and
expressions containing symbols and formulae (Niss, 2003). Mastery of the language of
mathematics is demonstrated if the learner is Communicating in, with, and about mathematics
such as understanding others‟ written, visual or oral „texts‟, in a variety of linguistic registers,
about matters having a mathematical content; expressing oneself, at different levels of
theoretical and technical precision, in oral, visual or written form, about such matters (Niss,
2003).
By instructing the language of mathematics, learners acquire not only the ability to
ask and answer questions in and with mathematics. This is a very valuable outcome from the
point of view of school, teachers, and learners. This develops ability to deal with and
manage increasingly complex mathematical language and tools for future use.
Ability to ask and answer questions in and with mathematics which is expected from
learners in every mathematics classroom calls from the learner's, ability to Think
mathematically, Pose and solve mathematically, Model mathematically, and Reason
mathematically. Thinking mathematically requires ability to pose questions, understand and

6
use the scope and limitations of a given concept, extend the scope of a concept, and
distinguish between mathematical statements. Ability for posing and solving problems
mathematically requires ability for identifying, posing, specifying and solving different kinds
of mathematical problems.
Modelling and Reasoning mathematically, as the names indicate, are more complex
skills than earlier ones. Modelling mathematically, is by analysing foundations and properties
of and decoding existing models, performing active modelling in a given context. Reasoning
mathematically involves following and assessing chains of arguments, knowing what a
mathematical proof is (not), uncovering the basic ideas in a given line of argument, devising
formal and informal mathematical arguments, and transforming heuristic arguments to valid
proofs. (Ongstad, 2007)
Ability to deal with and manage mathematical language and tools involves
representing mathematical entities and making use of aids and tools. Representing
mathematical entities requires understanding and utilising different sorts of mathematical
representations, understanding and utilising relations, choosing and switching between
representations. Making use of aids and tools requires knowing the existence and properties
of tools for mathematical activity, being able to reflectively use such aids and tools (Ongstad,
2007).
Implications of Language of Mathematics for educational Practice
Fisher and Frey (2004) explain that learning is language based. Telling students
information is not sufficient. Students must think about, read about, talk about, and write
about information in order to synthesize it and to retain it. Reading and writing are critical to
all learning. In view of the relevance of language of mathematics in teaching learning,
strategies that can be employed in equipping future teachers with necessary skills and
competence to deal with language of mathematics are discussed.
Student teachers should analyse, compare and discuss about the features of language
of mathematics, especially in relation to natural languages and other discipline specific
languages, say for example language of sciences.
Justice Varma commission report 2012 evaluates that most teacher education
programs do not adequately engage with subject knowledge. An exploration of how a layered
understanding of subject knowledge frames pedagogic encounters and influences learning
rarely enters rarely enters into the process of preparing teachers. Taking the case of
Mathematics teaching, providing academic support in learning language of mathematics is
important. Hence, it is important that teacher education curricula build into it the components
or elements of mathematics such that the student teachers understand the structure of
language of mathematics.
To become familiar with the vocabulary or fluency in using vocabulary of language is
important in becoming proficient in that language. Vocabulary is a major contributor to
overall comprehension in any content area. One of the commonly used strategies for
vocabulary development is the one developed by Marzano (2005) as listed below, where in
First 3 steps introduce and develop initial understanding, and last 3 steps – shape and sharpen
understanding.
1) Provide a description, explanation, or example of new term.
2) Students restate explanation of new term in own words.
3) Students create a non-linguistic representation of term.
4) Students periodically do activities that help add to knowledge of vocabulary terms.

7
 5) Periodically students are asked to discuss terms with one another.
6) Periodically students are involved in games that allow them to play with terms.
Teachers can use variety of methods in order to improve mathematical vocabulary in
their students like Root Word Tree, Sharing Mathematics, Vocabulary Flip Book, Content
Links, Alike and Different, Total Physical Response, Math Hunt, Mathematics word wall,
Frayer Model, Vocabulary Self-Collection, Possible Sentences, Guided Free Write,
Vocabulary Journal and List-Group-Label.
As National Focus Group on Teaching of Mathematics (2006) advocates, school
mathematics takes place in a situation where children see Mathematics as something to talk
about, to communicate, to discuss among themselves, to work together on. Building
Mathematics as part of children‟s life experience is the best Mathematics education possible.
For this, teachers should be made aware of importance of considering mathematics as
language as well as a non-linguistic subject and of giving sufficient importance in finding
time to teach linguistic aspects of mathematics in classroom teaching. Only then student
teachers can demonstrate distinctive features of mathematics that make it the most efficient
and precise way of expressing knowledge.
References
Allen, F.B. (1988). Language and the learning of mathematics. A speech delivered at
the NCTM annual meeting, Chicago, April 1988.
http://www.mathematicallycorrect.com/allen4.htm
Esty, W. W. (2000). The language of mathematics. Esty.
Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive Read‐Alouds: Is There a
Common Set of Implementation Practices?. The Reading Teacher,58(1), 8-17.
Fisher, D., & N. Frey. (2004). Improving adolescent literacy: Strategies at work. Upper
Saddle River, NJ: Pearson Education.
Florian, C. (1996). The Blackwell encyclopedia of writing systems. O xford: Blackwell. (p
174)
Marzano, R. & Pickering, D. J. (2005). Building Academic Vocabulary (Teacher‟s Manual).
ASCD.
National Council for Educational Research and Training (2006). Position paper of national
focus group on teaching of mathematics. New Delhi: NCERT.
Niss, M. (2003, January). Mathematical competencies and the learning of mathematics: The
Danish KOM project. In 3rd Mediterranean conference on mathematical education,
Athens, Hellas 3-4-5 January 2003. (pp. 116-124).
http://www.math.chalmers.se/Math/Grundutb/CTH/mve375/1213/docs/KOMkompete
nser.pdf
Niss, M. (2014). Competencies in mathematics education–potentials and challenges What‟s
the point? What‟s new? What do we gain? What are the pitfalls?. Cuadernos de
Investigación y Formación en Educación Matemática, (11), 85-94.
Ongstad, S. (2007). Disciplinarity versus discursivity? Mathematics and/as semiotic
communication. In Intergovernmental Conference on Languages of schooling within
a European framework for Languages of Education: learning, teaching, assessment,
Prague 8-10 November 2007.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn.Cognition and
instruction, 12(3), 185-233.

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Verma, J. S. (2012). Vision of Teacher Education in India: Quality and Regulatory
Perspective. A Report of High-Powered Commission on Teacher Education
Constituted by Hon’ble Supreme Court of India, 1.
Vintere, A., Balode, I., Čerņajeva, S., Rimkuviene, D., Aruvee, E., & Ideon, E. (2014).
Transnational Comparative Study on the Math Educational Needs in Baltic States.
http://www.itf.llu.lv/getfile.php?id=719

9
Chapter 7

Addressing Multi-language Diversity in Mathematics Teacher

Education Programs
Denisse R. Thompson , Gladis Kersaint , Hannatjie Vorster , Lyn Webb ,
and Marthie S. Van der Walt

7.1 Introduction

Try to answer the following questions from a numeracy test:

1.1 Bhala esi sivakalisi sibe linani. Amawaka angamashumi amabini anamakhulu amabini
anesithandathu.
1.2 102 − 36 =
1.3 1 048 + 21 376 =
1.4 23 × 145 =
1.5 168 ÷ 12 =
1.6 Dibanisa olu luhlu lwamanani lulandelayo.
213, 4 017, 1 273, 2 198, 21 (Webb, 2012 )

Reflect on how you felt as you attempted to answer these questions in a language (isiXhosa)
that is likely not the language of most readers of this chapter. Did you wonder if 1.1 was a set
of directions for 1.2–1.5 or a separate problem? Did you wonder whether you were supposed
to add the numbers in 1.6 or put them in sequence? What supports, if any, did the questions
provide that enabled you to attempt the problems?

The frustrations you likely felt are not unlike those experienced by primary and secondary
students in mathematics classrooms in many countries. Increasingly, English is used as the
language of mathematics instruction in many countries, regardless of the social or home
language spoken by teachers and their students (ICMI Study 21 discussion document, this
volume, pp. 297–308). What preparation do mathematics teachers need in order to address
the language diversity of their students? What is the role of mathematics teacher educators
(MTEs) in this preparation?

In this chapter, MTEs from two different environments join together to share insights on the
role that MTEs might play in this preparation. Throughout, we assume that English is the
language of learning and teaching (LoLT) in mathematics classes, even though many of the
students may speak another language or languages, at home and in their community. The
authors from South Africa work in an environment with 11 official languages, but in which
English is the language of instruction because it is the academic language and is used as
common language in multilingual contexts. In this setting, both teachers and students may
have difficulty transitioning from informal use of mathematical language, often in the
students’ home language, to formal mathematical language in English (Webb, 2012 ). In
contrast, the authors from the United States work in an environment where English is the
primary academic and social language. However, US school systems face an increasingly
diverse student population, with approximately 11 % being designated as English language
learners (ELLs) (NCELA, 2011 ) who maintain the use of their mother tongue at home or in
social/cultural settings. As a result, American classrooms may include students with varying
levels of English proficiency; in fact, in some school districts, more than 100 different
languages may be spoken by students.

We believe there are more similarities than differences in the issues and challenges we face
as MTEs who prepare and support teachers. Hence, we begin by raising awareness of some
issues involved in helping students learn to read, write, speak, and listen to mathematics—a
foreign language for most students, regardless of their English language proficiency. We then
discuss issues related to orchestrating classroom discourse in such settings. We end by
sharing strategies MTEs might use in teacher preparation programs to prepare teachers to
teach students from linguistically diverse backgrounds.

7.2 Raising Awareness of Issues Related to Teaching the English Mathematics Register

MTEs must address a variety of issues when working with teachers, including mathematics
content knowledge, content-specific pedagogical knowledge, and general aspects of
pedagogy advocated as part of educational reform (e.g., inquiry learning, high expectations,
and tasks with high levels of cognitive demand). Given these multiple areas of responsibility,
it might be difficult to consider who might address additional needs, such as teaching
students who do not speak the language of instruction. We take the position that mathematics
is a sign system that includes language aspects unique to the mathematics register (e.g.,
words, symbols, sentences, graphs) (Halliday, 1978 ). Hence, we believe that MTEs must
help teachers understand the features of this sign system that may influence student learning,
including students who are learning the language of mathematics concurrently with English.
Supporting such language development involves specific expertise of those who have
knowledge of mathematics, as well as knowledge of language difficulties that students often
face when studying mathematics.

Students engage in mathematical discourse through the language of instruction, in this case
English. When the information to be conveyed is mathematical in nature, the context is
complex because there is always an interplay of at least two languages—mathematics,
thought of as a unique language (Usiskin, 1996 ), and the language of the classroom. Because
the development of mathematics language occurs primarily within the confi nes of the
classroom, all students, regardless of their home language, are mathematics language learners
2 (Thompson, Kersaint, Richards, Hunsader, & Rubenstein, 2008 ). This notion is supported
by curriculum recommendations in many countries (e.g., Department of Basic Education,
2011; NCTM, 2000 ) that emphasize the importance of communication because learning and
teaching mathematics is conducted largely through interaction, including talk, as well as the
use of written symbols, diagrams, charts, and other texts. So, if individuals are to develop the
ability to communicate mathematically, they need opportunities to communicate as a regular
and ongoing part of their mathematics classes. This suggests that mathematics teachers must
be prepared to help students learn and master mathematical language. To this end, MTEs
need awareness of the issues that teachers face and about which teachers might need to be
sensitized.

7.2.1 Understanding the Language Context in Which Teachers Work

Two different aspects of language learning should be considered by MTEs and teachers.
Individuals first develop Basic Interpersonal Communication Skills, which are skills for
personal and social communication. However, for mathematics they also need
Cognitive/Academic Language Proficiency, that is, the academic language needed to
communicate mathematically (Cummins, 1981 ). Individuals may be fluent in terms of Basic
Interpersonal Communication Skills in either English or their home language, and yet lack
the proficiency in the academic register needed to communicate mathematically.

Classroom demographics vary, both for the classrooms of MTEs and for the classrooms of
their teachers. In some contexts, individuals are still learning English (ELL students), while
their peers are English mother tongue speakers. In such cases, teachers should help to develop
the English of these students so they can effectively function on the same level as their native
English-speaking peers. In this English only context, teachers will introduce the academic
language of mathematics in English to all students with appropriate support and scaffolds for
those still learning English. Teachers consequently have to be sensitive to whether an ELL
student is a ―new arrival‖ with low expertise in English, has been born in the country but is
more proficient in a community language other than English, or is a ―high achieving‖
multilingual with high proficiency in English (Harris & Leung, 2007 ).

In other contexts, for example South Africa, most of the students in multilingual classrooms
are English as Additional Language learners (EAL learners), adding English to a repertoire of
various other languages. In this context, students need their home language as well as English
to facilitate understanding while proficiency in English is developing as an ongoing process.
Adler (2001) identified three different environments in South African multilingual
classrooms that may be applicable elsewhere as well. First, the urban-suburban environment
is basically the same as the English-only context described previously. Second, in the
Urban/Township contexts there is a strong regional language that coexists with different other
home languages and many students do not have high English proficiency. Third there is the
rural context, where students hear English mainly at school and most of the students have the
same home language. In the last two contexts, teachers often codeswitch—in other words
move back and forth between English and the students’ home language (Vorster, 2009 ).
MTEs should help teachers recognize the differences that can exist within these contexts so
that teachers are able to choose language strategies and mathematical language teaching
practices that are most conducive to students’ success in each context.

7.2.2 Understanding Potential Difficulties with MathematicsLanguage

Despite the differences in English fluency that may exist, all students who learn mathematics
in English must learn the mathematics register to communicate effectively in mathematics.
The mathematics register includes ―unique vocabulary, syntax (sentence structure), semantic
properties (truth conditions), and discourse (oral and written text) features‖ (Kersaint,
Thompson, & Petkova, 2013 , p. 43). Because of this, teachers must become aware of
features of the mathematics register that should be addressed explicitly as part of instruction,
such as the following:

• Words are used differently in mathematics than in social English (e.g., difference between
products vs. difference in mathematics).
• Words may have different meanings in various disciplines (e.g., radical in mathematics vs.
in science vs. in social studies vs. in English). • Words may have different meanings within
mathematics (e.g., base of a triangle vs. base of a power, or median of a data set vs. median
of a triangle).
• Phrases have meanings separate from the meanings of the individual words (e.g., if-then ,
polygon vs. regular polygon , root vs. cube root ).
• Syntax can create issues, particularly when more complex sentence structures are used, such
as passive voice or if-then constructions.
• Semantics is essential to draw meaning from language (e.g., 3 times a number is 5 more
than the number meaning 3 x = x + 5 so that ―a number‖ and ―the number‖ are represented by
the same variable).
• Cultural references are often embedded within word problems that may influence students’
ability to comprehend (e.g., ―in the red‖ to mean a deficit).
• Specific language groups have specific problems with English, which especially impact on
mathematical language where every word has to be understood correctly (e.g., some South
African indigenous language speakers specifically have a problem with connectives such as
―or‖).

Symbols have their own issues but are crucial for understanding:

• Multiple words may be needed to verbalize a symbol (e.g., √__as square root of ).
• Multiple verbalizations are possible for a single symbol (e.g., + as plus , increased by ).
• In contrast to vocabulary words for which phonetic clues can be used to help verbalize the
word, no clues are embodied within the symbol to help a reader verbalize it. Verbalizations,
even for simple symbols, must be explicitly taught.

The goal is to prepare mathematics teachers to attend to language issues they themselves may
not be aware of, but that can have a significant impact on how students make meaning in the
classroom (Pimm, 1987). Once teachers have this basic knowledge, MTEs need to help them
learn how to integrate mathematical literacy into their instruction to facilitate both
mathematical language and mathematical understanding.

7.3 Facilitating Discourse in English as the LoLT

in Mathematics Classrooms

In contrast to ordinary language that is used in many settings, individuals tend to use
mathematics language primarily within the narrow setting of the mathematics classroom.
Thus, teachers need to provide many opportunities for students to engage in the entire
mathematics literacy spectrum (e.g., read, write, speak, listen to, interpret) if they are to
become fluent. This section highlights a number of issues in preparing teachers to orchestrate
discourse in classrooms with EAL students: using dialogic practices, means of questioning,
and engaging in code-switching.

7.3.1 Dialogic Practices

Vygotsky ( 1978 ) maintained that learning is constituted through dialogic practices. An

interpersonal dialogue is defined as:

a discursive relationship between two or more participants characterized by

thought provoking activities such as questioning, interpreting, explaining and
rethinking […] in an interaction, either teacher-student or student-student.
(Gorsky, Caspi, & Trumper, 2006, p. 74)

Gorsky et al. ( 2006 ) maintained that learning is facilitated by interpersonal dialogue. They
divide dialogue into two models: intrapersonal and interpersonal dialogue. Intrapersonal
dialogue mediates learning and refers to the interaction between the student, individually, and
the subject matter that the student is attempting to learn, in this case mathematics. The
structural resources that enable intrapersonal dialogue are the materials from which the
student is learning, either textbooks or previous examination papers written in English.
Interpersonal dialogue facilitates learning and is enabled by the human resources of the
teacher and fellow students in the mathematics class. The teacher often teaches mathematics
in English or code-switches between English and the home language. Gorsky et al. noted that
if students were faced with an insoluble problem, they fi rst turned to intrapersonal dialogue,
i.e. they relied on self-study mediated by texts, but if that failed they turned to student–
student interpersonal dialogue, and seldom asked the teacher for help. In contexts where the
structural resources are inaccessible because of language, students should be able to access
interpersonal dialogue with fellow students in the class, in the form of exploratory talk in
their home language.

The teacher plays a vital role in creating and maintaining this dialogue. In language diverse
classrooms, the interpersonal dialogue between student and student should, as far as possible,
be conducted in a language in which the students are proficient. However, as teachers aim to
facilitate dialogue in classrooms with students whose English fluency may be at varying
levels, they must confront difficulties caused by tensions between informal and formal
language such as:

how to encourage movement in their learners from the predominantly informal

spoken language in which they are fluent [the home language], to the formal
written language [mathematics in English] that is frequently perceived to be the
landmark of mathematical activity. (Pimm, 1991, p. 21)

Pimm suggests three routes:

1. A direct route from informal spoken language to formal written language.

2. An indirect route from informal spoken language through more formal spoken
language to formal written language.
3. An indirect route from informal spoken language through informal written
language to formal written language.

Because of the added complexity of an additional language (in the South African case,
English), Setati ( 2005 , p. 84) adds steps along the way from informal spoken

Informal Formal Informal Formal

spoken spoken spoken spoken
mathematics mathematics mathematics mathematics
in main in main in English in English
language language LoLT LoLT

Fig. 7.1 Routes to formal spoken mathematics in English LoLT (adapted from Setati &
Adler, 2000, p. 250)
mathematics in the students’ home language to formal spoken mathematics in English. The
route could be expanded to include: Informal spoken language in home language—formal
spoken mathematics language in home language—informal spoken mathematics in English
LoLT—formal spoken mathematics in English LoLT. These routes can be visualized as in
Fig. 7.1.

The routes are varied and convoluted. Barwell and Kaiser ( 2005 ) argue that if students can
be encouraged to talk informally about their mathematical reasoning in their home language,
there is more chance that they will be able to develop formal mathematical discourse. In order
to talk either formally or informally about mathematics, students have to acquire the
mathematical words in the LoLT to use in sentences to develop a meaningful dialogue.

However, the mere presence of dialogue does not constitute meaningful talk and does not
necessarily lead to understanding; rather, the quality and type of discourse are crucial in
leading to conceptual understanding of mathematics. Mercer and Littleton ( 2007 ) analyzed
talk and classified it into three types: disputational talk where participants agree to disagree,
but where no reasons for decisions are given; cumulative talk when participants simply agree
with each other’s opinions without engaging with the issue; exploratory talk which is the
most educationally sound method of communication. Mercer and Littleton structured
dialogue as exploratory talk for primary school classes and provided teachers with specific
guidelines for its implementation so teachers could negotiate with the class for the
development of dialogue in groups. For example, students should share relevant ideas and
help each other to understand the problems; they should listen to each other’s contributions
and respect their ideas, even if they disagree; they can challenge and counterchallenge
arguments, but they should give reasons and substantiate their challenges with sentences such
as, ―I think … because ….‖ If possible the groups should work towards an equitable
consensus.

If the journey towards mathematical understanding can be smoothed by facilitating dialogue,

in the form of exploratory talk, among and between students in the language in which they
are most proficient, can the promotion of structured dialogue also facilitate the development
of reasoning skills and language? If so, then what principles could teachers use to encourage
their multilingual students to engage in dialogic practices?

Rojas-Drummond and Mercer ( 2004 ) studied interactions in Mexican classrooms and found
that teachers whose pupils achieved the highest results either treated learning as a social
communicative process or used judicious questioning. The teachers were observed organizing
interchanges of ideas and mutual support amongst students and generally encouraging
students to take a more active, vocal role in classroom events. They used question-and-
answer sequences not just to test knowledge but also to guide the development of
understanding. These teachers often used questions to discover the initial levels of students’
understanding and adjusted their teaching accordingly, and used ―why‖ questions to get
students to reason and reflect about what they were doing (Mercer & Littleton, 2007 ). Thus,
teachers play an active role in guiding their students in dialogic interactions.

7.3.2 The Role of Questioning

Although teachers use questions as a matter of course to monitor progress, the skill of asking
higher-order questions that focus on communication and conceptual understanding is not a
trivial one. MTEs need to help teachers develop skill at questioning techniques. Questions
can serve many communicative roles: to test students’ knowledge; to manage classroom
activities; to assess students’ understanding; or some combination of these roles (Mercer &
Littleton, 2007 ). Teacher questioning can be used in the development of students’ learning
and their own use of language as a tool for reasoning. Teachers can encourage students to
make explicit their thoughts, reasons and knowledge and share them with the class; teachers
can model useful ways of using language that students can appropriate for themselves in peer
group discussions; and teachers can provide opportunities for students to make longer
contributions in which they express their current state of understanding, articulate ideas, and
reveal problems they are encountering (Mercer & Littleton, 2007, p. 36). In many language
diverse classroom settings, the discussion around the problem solving can be done in the
students’ home language; in the wrap-up phase, the teacher can rephrase and revoice the
mathematical ideas in English, consolidating the learning process by writing the solution and
the English terms on the board so that the spoken word in the home language is both heard
and read in English.

During Socratic dialogue, Socrates took the part of a critical friend who questioned his
students to develop their reasoning and argumentation skills. He continuously posed
questions but did not provide answers or solutions. Although he did not openly disagree with
his students, his questions were designed to help students arrive at their own conclusions
(Frick, Albertyn, & Rutgers, 2010 ). A question is answered with a question in order to tease
out the reasoning behind it. In multilingual
mathematics classrooms, the teacher can force the student to defend his/her position by
offering arguments against it. Very often there is no correct answer but the reasoning behind
the stance is probed and critical thinking is engendered. It is
not only the teacher who is responsible for judicious questioning in the classroom, but the
role can be played by students among themselves in group interactions. To engender
confidence in students, the answers (and the questions) can be posed and answered in
students’ home language. It is incumbent on the teacher to intersperse terms and phrases in
English so that students are guided along the journey towards formal written mathematics in
English. The practice of code-switching is widely used to facilitate this process, for example,
Muke ( 2012 ) shows how the use of codeborrowing within an explanatory indigenous
sentence could empower learners to understand and use the English terminology.

7.3.3 The Practice of Using Code-Switching to Engage in Mathematical Discourse

Code-switching in sociolinguistics refers to the practice of using two or more linguistic

varieties in a single communicative sequence (Moschkovich, 2007 ). Moschkovich ( 2007 )
views code-switching as a complex language practice which, while using the offi cial LoLT,
allows for more extensive use of the main language. She disagrees with the view that it stems
from a deficit model where the speakers use code-switching when they are unable to recall
suitable phrases in the language being spoken and sees it as the mark of fluency in two
languages. In fact, Clarkson ( 2007 ) suggests that switching between languages is a distinct
advantage as it gives students access to alternate meanings and relationships.

Code-switching in mathematics classrooms can be described as the intuitive use of both

English and the students’ home language to facilitate mathematical understanding. Although
teachers may sometimes be unaware of students’ use of codeswitching, either overtly by
talking with peers, or privately in their own thinking (Clarkson, 1996 ), teachers in different
parts of the world actively use this language practice to try and ensure better communication
with students during mathematics sessions (e.g., in Papua New Guinea, Muke & Clarkson,
2011; in Iran, Parvanehnezhad & Clarkson, 2008 ; in South Africa, Setati & Adler, 2000).

When teachers do actively encourage code-switching, this normally ensures that the
percentage of main language usage increases and that an additive model is employed, with
the resultant transfer of mathematical concepts from one language to the other. Students are
usually allowed to communicate about mathematics in the language of their choice. Code-
switching is therefore front staged to facilitate mathematics and not back staged only to give
instructions and for disciplinary purposes (Heller & Martin-Jones, 2001 ). This presupposes
that code-switching is a technique that comes naturally to multilingual teachers. However,
there are two inhibiting factors. First, many educators feel guilty if they code-switch as they
feel they are depriving their students of an opportunity to acquire English (Setati, 2005 ).
Second, most teachers have been educated in English and they find the indigenous
terminology difficult. This results in teachers tending to use either the English terminology or
transliterated words while communicating in an indigenous language. Transliterated
borrowed words may not facilitate understanding of a concept. In transliteration, the English
sounds are directly transferred into the indigenous language, inflected to suit the structure of
the language, but without relation to the meaning of the concept, e.g., ―Square‖ becomes
―sekwere‖ : ( sq - sêk, ua - wê, re – rê) in Setswana. In contrast the original Setswana word
―khutlonnetsepa‖ can be linked to the definition of a square (khutlo-angle, nne-four, tsepa-
straight up). A new transliterated borrowed word therefore still has to be fully explained in
the indigenous language as was the practice noted by Muke ( 2012 ) about English borrowed
words.

Code-switching is only usable in contexts where the class’s language profile allows a strong
regional language to facilitate better understanding of mathematics, with the prerequisite that
the teacher is also fluent in that language. In some schools, this may be possible in one
mathematics class and not in the next. In rural contexts in South Africa, code-switching is
often feasible and necessary because of students’ low English proficiency. MTEs should
sensitize teachers to the importance of determining the language profile of each mathematics
class in order to consciously decide on the best language practice for a specific group.

Code-switching as a practice developed informally, with teachers practicing it in different

ways according to their perceptions of when students need their home language for better
understanding of the mathematics. Although limited research has been done on best practices
in code-switching (Muke, 2012 ), there are some directives that MTEs can discuss with
teachers.

Language is important as a facilitating medium of understanding. It is crucial that teachers

facilitate opportunities for students to improve fluency in both English and their home
language, and more specifically also in the mathematics register of their home language in so
far as it is developed. Teachers have to take cognizance of the threshold theory of
bilingualism that proposes in general that ―there may be a threshold level of linguistic
competence‖ that bilingual students have to attain in both languages ― to influence cognitive
functioning‖ positively (Cummins & Swain, 1986 ). Clarkson and Galbraith ( 1992 ) in Papua
New Guinea and Clarkson ( 1996 ) in Australia found evidence in a mathematical
environment that supports Cummins’ threshold theory. This implies that if EAL learners’
main language is allowed to lapse, it will influence their cognition negatively. Gaoshubelwe
(2011 ) noted in his analysis of mathematics lessons that some teachers mixed languages in a
way that does not model the correct sentence construction/grammar of either the English or
the home language’s mathematical register. Teachers have to facilitate grammatically and
mathematically correct language both in English and the home language.

Although teaching mathematical language is essential, it is important to balance visibility and

invisibility of mathematics language teaching (Adler, 1999 ). The visibility of mathematics
language teaching can be illustrated by the use of the morphology of the indigenous term to
explain a concept, for example ―adjacent angles‖: dikhutlomabapi, di- many, kuthlo - angle,
mabapi—sit beside each other (Setswana). The mathematical explanation is interrupted to
teach mathematical language or explain terminology. This should not be so extensive that it
interrupts the argument of the mathematical reasoning. Invisible language teaching occurs
where language teaching techniques are used that do not interfere with the flow of the
mathematical reasoning. For example, a teacher may be modeling correct mathematical
language through re-voicing when reformulating a student’s sentence in correct mathematical
language (Herbel-Eisenmann, Drake, & Cirillo, 2009; Setati & Adler, 2000 ), recasting when
using a word in different sentences and contexts (Khisty, 1995 ), or through the use of
synonyms for the same word. In multilingual settings, it is important for students to hear
different English synonyms so they can recognize concepts as similar, because their ―word
sense‖ in English (Vygotsky, 1962 ) is not well developed and they do not automatically link
synonyms to each other. Using a term first in the students’ main language and then saying the
correct term in English can be considered an extension of recasting.

Bilingual written text in explanations, assignments, and class tests can enhance understanding
because students can oscillate between the languages to negotiate meaning and they are able
to revisit the texts again (Vorster, 2008; Vorster & Zerwick, 2011 ). Available bilingual
mathematics dictionaries can help to provide definitions in indigenous languages. Such
dictionaries or modified bilingual terminology lists can be made available during tests
(analogous to adding formula sheets).

Teachers should be cognizant of debates on terminology: there is a difference of opinion on

whether teachers should use English terminology when they code-switch to the home
language, use transliterated words, or use the correct indigenous terminology. The question is
whether the bilingual use of mathematical terminology would add to better understanding or
add to the workload of students. Countries have chosen different paths in standardizing
terminology. While Tanzania purposefully chose terminology that conveys meaning, Malawi
chose to use transliterated terminology (Kazima, 2008 ), and teachers in South Africa have to
make their own choice. Another debate is whether new terminology should be coined for
terms in cases where the indigenous terminology does not exist (Schäfer, 2010; see also
Meaney, Trinick, & Fairhall, 2011 for a discussion on this topic and the successful
development of te reo Māori mathematical terminology).

Examples of negative practices include ―ritualization‖ where students chant answers as a

group (Heller & Martin-Jones, 2001 , p. 13), providing ―safe time‖ for students who cannot
express themselves, and circumvention of language. Teachers sometimes use only one-word
instructions, for example solve , factorize , etc., or ask mainly procedural or algorithmic
problems to avoid language issues. These practices do not help students build mathematical
literacy, which has become important in the current constructivist teaching and learning
environment.

7.4 Incorporating Mathematics Language and Literacy into the Teacher Preparation
Program
With the goal for cooperative learning and more discursive practices within mathematics
classrooms, the need to communicate mathematically and to comprehend mathematics
language (both verbal and written words and symbols) becomes essential. Thus, within
teacher education programs, MTEs need to help teachers understand the influence of
language in supporting students’ ability to interpret information conveyed and communicated
in the mathematics class. Once teachers have been sensitized to the issues and language
practices identified in the preceding sections, many teachers might question how they can
engage students in these literacy practices while still teaching “all the content they need to
cover [as mandated by state or national curriculums].‖ Thus, our task as MTEs is to help
them understand that ―language is a tool, whereas discourse is an activity in which the tool is
used or mediates‖ and that they need to ―embrace the complex linguistic nature of
mathematical activity‖ (Gutiérrez, Sengupta- Irving, & Dieckmann, 2010 , p. 34). Put simply
this is a way of teaching, not an extra topic that is to be added to the amount of content that is
to be taught.

A challenge for MTEs is how to foster the knowledge and skills of prospective teachers
regarding the effective teaching–learning of mathematics in multilingual classrooms (Graham
& Phelps, 2003). Teachers need multiple opportunities to consider how to incorporate the
development of mathematics language and literacy skills as part of their regular curriculum. It
is one thing to provide teachers with information about language features that need to be
considered and a range of practices to address them and to give teachers opportunities to
experience these practices in their own learning. It is another thing to have teachers plan to
implement these practices into their classroom in a way that becomes an integral part of their
teaching and not considered a supplementary activity that can be ignored. In this section, we
share strategies we have used in our teacher education programs to help teachers begin to
consider implementing literacy into their own classrooms. MTEs can highlight and engage
teachers in discussions about different instructional practices that can be used to emphasize
language and concept knowledge development. Teachers can then be given opportunities to
integrate these practices in lessons and practice implementing them with each other or with
groups of linguistically diverse students in small group or whole class settings as part of
practical teaching experiences in schools.

7.4.1 Developing Language Modules to Integrate into Methods Courses

MTEs might create modules dedicated to mathematical language and language practices in
multilingual classrooms. Such modules should include experiential learning where dialogic
practices, including exploratory talk and different mathematical language teaching aids and
techniques, can be applied and practiced. Alternatively, MTEs might choose one
mathematical topic for discussion in the course and model how explicitly teaching the
language of mathematics could be incorporated in the planning and teaching of that topic.
Issues around teaching mathematical language would then be addressed during this time.

For instance, one module might focus on helping teachers learn to engage students in
mathematics discourse as a means to address the entire mathematics literacy spectrum. By
making direct connections to students’ lived experiences, it might be possible to connect
academic language to social language (e.g., an intersection of two roads can help provide
meaning for the intersection of two lines). Through such connections, students can make
meaning using insights from their social or home experiences. Another approach is to build
common experiences as part of the mathematics class by engaging in brief conversations
about unfamiliar contexts found in mathematics passages or word problems. When students
engage in such discussion, teachers are ensuring that all students, regardless of class or social
experiences, are interpreting the information in the same way.

A second module might focus on incorporating the use of visual representations and graphic
organizers into mathematics instruction on a regular basis. The module could help teachers
understand how the use of visual representations and graphic organizers can scaffold EAL
students’ learning of English, helping them make connections between and among concepts
being studied. The use of visual representations to convey mathematics and English ideas
allows students to examine similarities and differences between how mathematics language
(words, symbols, and diagrams) is used to represent concepts and to explore different ways to
convey mathematics ideas. For example, students can be encouraged to draw comparisons
and contrasts between concepts (e.g., prisms and pyramids, rhombus and square) so that they
see similarities and differences in order to develop a thorough understanding. Such
discussions can be supported by the use of graphic organizers, such as Venn diagrams or
concept maps, so students can visually see the connections and attend to ways to
communicate these similarities or differences using the mathematics register. When such
visual representations are used, teachers can include information to help students express
mathematics ideas. For example, in addition to writing the symbol >, a teacher might say it,
and then write the spoken language, such as ―is greater than‖.

A third module could focus on helping teachers learn to adapt the use of regular English
reading and language strategies to mathematics. For instance, many mathematics
textbooks have headings within a lesson; students can learn to read the heading, convert it to
a question, and then attempt to answer the question as they read the lesson (e.g., heading:
Solving with a Table and a Graph; question: How do you solve an equation with a table?
How is solving an equation with a table like solving with a graph?). Thus students learn how
to use the textbook to support their own learning.

In addition, teachers can encourage students to develop personal dictionaries of mathematical

terms, with definitions in students’ own words, even in their home language, with diagrams
and/or examples as appropriate. Tied to dictionaries can be the use of etymology and
morphology. Etymology focuses on the origin of a word or symbol, e.g., the Greek symbol Σ
for the capital letter S (used as the symbol for sum in series). Morphology is how a word is
put together, e.g., trilateral = three sides. Morphology can be used with prefixes and suffixes
to help students make sense of new words; if students know tri means three, they have a start
on understanding triangular.

Another possible avenue for teachers is to set language aims for each lesson where
applicable. This includes identifying any of the potential difficulties mentioned in Sect. 7.2.2;
using different techniques to explain new terminology or linking it to the home language of
the students; or practising correct grammar and sentence construction, for example, to
formulate conjectures where concepts, relationships, and conditions have to be expressed.

7.4.2 Simultaneous Interpreting Between English and an Indigenous Language as a Tool

in Teacher Education

In cases where teachers have been educated in English but will have to teach or codeswitch to
an indigenous language when teaching, as is the case in Malawi (Chitera, 2011 ) and South
Africa, it can be advantageous if MTEs make use of simultaneous interpreting instead of
teaching only through the medium of English. If the technique is used where the teachers
listen to the interpreter in the indigenous language, using the headphone in only one ear while
also listening to the lecturer, the teachers hear the correct mathematical terminology, as well
as formulation of expressions in both English and the indigenous language. Simultaneous
interpreting will benefit them when they themselves have to alternate between languages
when code-switching, because they become better acquainted with the mathematics register
in both English and the indigenous language. Furthermore, teachers become more aware of
the necessity to teach mathematical language, both in the indigenous language and in English.
They gain understanding of their students’ problems to cope with the English mathematical
register and to understand concepts when English is the LoLT. Furthermore, if teachers’
study guides or workbooks are also bilingual, their expertise in writing mathematical
language in both English and the indigenous language text is enhanced, and they are
empowered to use written text in the indigenous language alongside English notes when
teaching (Vorster & Zerwick, 2011).

7.4.3 Using Mathematics Educator Reflective Communities to Collaboratively Plan to

Integrate Language in Mathematics Instruction

When teachers are empowered to determine for themselves those language practices they are
able to integrate into their mathematics classroom, there is a greater likelihood such practices
will be translated from planning into actual implementation. Thus, groups of teachers might
work together to determine how they would incorporate mathematical literacy or other
dialogic practices into the curriculum for a mathematics course of their choice. The goal is for
teachers to consider how they will address the mathematics language issues (i.e., vocabulary,
symbols) for a specific instructional segment, engage students in all aspects of the literacy
spectrum (reading, writing, interpreting, speaking, and listening), determine the types of
questions to use, and assess students so that insights about their mathematics language
development can be ascertained. Engaging in such a project has the benefit of allowing
teachers to consider instructional approaches that support mathematics and English language
development without sacrificing a focus on rigorous content.

Rather than plan lessons to facilitate the knowledge and skills to teach in multilingual
mathematics classrooms for an entire curriculum, an alternative model is adapted lesson
study (see Fig. 7.2 ). Lesson study is a cyclical process used in Japan to professionally
develop and focus the effectiveness of practicing teachers’ teaching–learning experiences
around students’ learning (Lewis, Perry, & Murata, 2006 ). Internationally, teacher educators
also use an adapted form of lesson study (Mathematics Educator Reflective Communities) for
fostering/developing different aspects of mathematics education in their preservice
mathematics teachers’ classrooms (Fernandez, 2010 ; Murata & Pothen, 2011 ; Van der Walt,
2012 ). Lesson study has the potential to facilitate the knowledge, skills, and awareness of
what multilingual classrooms require from teachers and to implement the various practices
suggested in this chapter.

During the planning phase of the lesson (or unit of lessons), a group of teachers work
collaboratively and cooperatively, taking into account the aims, including mathematical
language aims, the school has set for multilingual students, focusing on multilingual students’
learning and conceptual understanding. The lesson study group anticipates multilingual
students’ responses and reactions to the planned activities, problems, and exercises, including
the activities, problems and exercises planned to accommodate and support students’
language needs. During the teaching of a lesson by one member of the group in one
 classroom of the school, the rest of the study group observes the lesson and collects data
regarding students’ thinking, understanding, and learning, with the aim to revise and refine

Refining Finalise

Planning
Planning

refelecting refelecting

teaching teaching

Fig. 7.2 Adapted lesson study (adapted from Van den Akker, Gravemeijer, McKenney, &
Nieveen, 2006)

the lesson. The teachers facilitate discussions, also in multilingual classes to ensure students’
engagement (Berliner, 2001 ), while the teacher models his/her own thinking to improve
understanding and poses questions connecting students’ developing mathematical ideas with
mathematical language and symbols (Goos, 2004 ).

Lastly, the lesson study group comes together to reflect on and discuss the effectiveness of
the lesson for students, using the data they collected and the experiences of the teacher who
presented the lesson. Adaptations can be made to the lesson (or other lessons in the unit), and
if necessary, the lesson can be taught again by another group member and observed again by
the rest of the group. The lesson study cycle continues if necessary. To empower teachers to
use Mathematics Educator Reflective Communities, MTEs can use this method in their
course, for example with a group of teachers planning for a session of practical teaching.

7.5 Conclusion

Throughout this chapter, we have highlighted features of mathematical language that MTEs
need to ensure their teachers know and we have shared approaches we have used in our
teacher education programs to prepare mathematics teachers for addressing multilingual
classrooms. However, we have little empirical data related to the effectiveness of these
strategies, either from the perspective of the teacher and his/her willingness to implement the
strategies in classrooms or from the perspective of the extent to which they help elementary
and secondary students be successful with mathematics. Thus, there is a need to engage in
studies that follow teachers from preparation programs in which practices for language
diversity have been a focus into the field, in order to understand what practices are easily
implementable and what effect those practices have. If different teacher preparation programs
engage in different practices, we might begin to develop a body of research that suggests
which practices work best with which teachers for which students in which contexts. The
work described in this paper is appropriate for delivery by MTEs, not generalists, so that
mathematics teachers have explicit instruction in applying these practices to support
mathematics instruction. Thus, we advocate the need for MTEs to become more engaged
with language issues as they prepare to support their teachers.

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The Language of Mathematics: The Importance of Teaching and Learning

Mathematical Vocabulary

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The Language of Mathematics: The Importance of

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ISSN: 1057-3569 print=1521-0693 online
DOI: 10.1080/10573569.2015.1030995

The Language of Mathematics: The

Importance of Teaching and Learning
Mathematical Vocabulary

PAUL J. RICCOMINI
The Pennsylvania State University, University Park, Pennsylvania, USA

GREGORY W. SMITH
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Hartwick College, Oneonta, New York, USA

ELIZABETH M. HUGHES
Duquesne University, Pittsburgh, Pennsylvania, USA

KAREN M. FRIES
Francis Marion University, Florence, South Carolina, USA

Vocabulary understanding is a major contributor to overall

comprehension in many content areas, including mathematics. Effec-
tive methods for teaching vocabulary in all content areas are diverse
and long standing. Teaching and learning the language of mathemat-
ics is vital for the development of mathematical proficiency. Students’
mathematical vocabulary learning is a very important part of their lan-
guage development and ultimately mathematical proficiency. This arti-
cle draws on current research-based evidence to (a) provide a rationale
for teaching vocabulary, (b) offer a review of research that supports the
importance of teaching mathematics vocabulary, and (c) describe
specific strategies for teaching mathematics vocabulary. It also
addresses implications and the need for future research.

Developing the language of mathematics is an essential aspect of teaching

mathematics to young children; this process continues throughout an
individual’s mathematics education. Because the understanding of

Gregory W. Smith is now at The University of Southern Mississippi in Hattiesburg, MS.

Address correspondence to Paul J. Riccomini, Department of Education Psychology,
Counseling, and Special Education, The Pennsylvania State University, 214 CEDAR, University
Park, PA 16802, USA. E-mail: pjr146@psu.edu
Color versions of one or more of the figures in the article can be found online at
www.tandfonline.com/urwl.

235
 236 P. J. Riccomini et al.

mathematical vocabulary affords access to concepts, mathematical instruction in

the areas of language is imperative (Monroe, 1998). The term language is
defined as ‘‘the words, their pronunciation, and the methods of combining them
used and understood by a community’’ (‘‘Language,’’ 2013). Although this defi-
nition simplifies a rather complex idea, it highlights the importance of vocabu-
lary development within language. Specifically, in relationship to the language
of mathematics, the ability to use words (i.e., vocabulary) to explain, justify, and
otherwise communicate mathematically is important to the overall development
of mathematical proficiency. In addition, research shows that language is a
pivotal component of mathematics success (Seethaler, Fuchs, Star, & Bryant,
2011), and a student’s general knowledge of mathematical vocabulary can
predict mathematical performance (van der Walt, 2009).
Proficiency in mathematics depends on a continuous growth and blend of
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intricate combinations of critical component skills such as concepts,

procedures, algorithms, computation, problem solving, and language
(Riccomini, Sanders, & Jones, 2008). The National Research Council (2001)
further described proficiency through five interconnected strands: (a) under-
standing mathematics, (b) computing fluently, (c) applying concepts to solve
problems, (d) reasoning logically, and (e) engaging and communicating with
mathematics. Clearly, the importance of students learning the language of
mathematics is highlighted in both descriptions. In addition, the National
Council of Teachers of Mathematics (2006) placed an emphasis on language
development through the adaptive reasoning strand, which the National
Research Council (2001) described as the ‘‘capacity for logical thought, reflec-
tion, explanation, and justification’’ (p. 116). Mathematical proficiency includes
the ability to communicate and reason through written and spoken language.
Further emphasis on the importance of language in the development
of mathematical proficiency is evident in the newly formed Common Core
State Standards in Mathematics (CCSSM; National Governors Association
Center for Best Practices & Council of Chief State School Officers, 2010).
In addition to the comprehensive set of grade-level standards described
in the CCSSM, there are eight Standards for Mathematical Practice that have
clearly embedded the importance of language to mathematical proficiency.
The language focus is described in the sixth Standard for Mathematical
Practice, ‘‘Attend to precision,’’ which includes the following description:
‘‘In the elementary grades, students give carefully formulated explanations
to each other. By the time they reach high school they have learned to
examine claims and make explicit use of definitions’’ (p. 7). Undoubtedly,
language development and specifically vocabulary are now new points of
emphasis and important aspects for teachers to begin to address as per
the newly adopted CCSSM.
Although the language of mathematics can be confusing (Rubenstein
& Thompson, 2002), it is necessary for the communication of higher
order mathematics reasoning (Sloyer, 2003). Goals requiring the use of
 Mathematical Vocabulary 237

higher order mathematics reasoning are unmistakably present in national

mathematics organizations such as the National Research Council and
National Council of Teachers of Mathematics and in the CCSSM. In order
to meet these goals, students must effortlessly use, understand, and apply
mathematical words, symbols, and diagrams routinely during mathematics
activities. If students’ language development is weak or underdeveloped,
their overall mathematics learning will become slowed (van der Walt,
Maree, & Ellis, 2008). Schwartz and Kenney (1995) organized the lan-
guage of mathematics into more commonly utilized language terms; for
example, mathematical nouns or objects were classified as numbers, mea-
surements, and functions, whereas verbs were actions associated with
problem solving and reasoning. This organizational framework not only
represents the process that individuals go through when they problem
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solve but also provides a way to assess mathematical development

(Kenney, 2005).
In an effort to improve students’ overall mathematical performance,
educators need to recognize the importance of, and use research-validated
instructional methods to teach, important mathematical vocabulary. The
purpose of article is to provide teachers with an overall understanding of
the impact of mathematical vocabulary on proficiency and specific
evidence-based instructional strategies to promote the learning of essential
vocabulary in mathematics.

DIFFICULTIES STUDENTS EXPERIENCE WITH

MATHEMATICAL VOCABULARY

There are many challenges for students in their learning of the language
of mathematics. Communicating mathematically is a complex task for
even the most mathematically advanced student. The ability to effectively
communicate (expressively and receptively) through the language of
mathematics requires mathematical understanding; a robust vocabulary
knowledge base; flexibility; fluency and proficiency with numbers, sym-
bols, words, and diagrams; and comprehension skills. Many students
struggle with some or all of the important mathematical concepts,
especially students with learning disabilities (Morin & Franks, 2010).
Every day in their mathematics classrooms, students encounter a
text-centered instructional setting that creates unintended barriers to their
learning (Anderson-Inman & Horney, 1998). It is important to recognize
the many and varied difficulties that present challenges for students; find-
ing instructional strategies and activities to help students overcome these
difficulties is imperative.
According to the research of Rubenstein and Thompson (2002), there
are at least 11 categories of difficulties associated with learning the language
 238 P. J. Riccomini et al.

of mathematics. The categories are defined in the following manner:

(a) meanings are context dependent (e.g., foot as in 12 inches vs. the foot
of the bed), (b) mathematical meanings are more precise (e.g., product as
the solution to a multiplication problem vs. the product of a company),
(c) terms specific to mathematical contexts (e.g., polygon, parallelogram,
imaginary number), (d) multiple meanings (e.g., side of a triangle vs. side
of a cube), (e) discipline-specific technical meanings (e.g., cone as in the
shape vs. cone as in what one eats), (f) homonyms with everyday words
(e.g., pi vs. pie), (g) related but different words (e.g., circumference vs. per-
imeter), (h) specific challenges with translated words (e.g., mesa vs. table),
(i) irregularities in spelling (e.g., obelus [] vs. obeli), (j) concepts may be
verbalized in more than one way (e.g., 15 minutes past vs. quarter after),
and (k) students and teachers adopt informal terms instead of mathematical
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terms (e.g., diamond vs. rhombus, orin the house vs. in the division
bracket). Undoubtedly, the many difficulties that students face when learn-
ing the language of mathematics are complex and can negatively impact
their language development.
An important first step in helping students to learn and use the language
of mathematics is for teachers to understand the many difficulties that
vocabulary presents students (Monroe & Orme, 2002). It is only with this rec-
ognition and understanding of the specific difficulties that teachers can then
begin to address the instructional needs of their students from a language
perspective. Effectively designing and delivering vocabulary instruction is a
needed course of action. Although a common belief with many teachers is
that simply exposing students to new vocabulary words through rich
context-specific interactions is the best way to teach vocabulary, many stu-
dents will require more systematic and explicit instructional techniques
and purposeful instructional activities to facilitate their learning (Marzano,
2004).
Providing appropriate academic language support is important for all
learners, especially in the mathematics classroom, where the ongoing devel-
opment of explicit mathematical vocabulary is essential (Bay-Williams &
Livers, 2009). There are three main purposes to teaching essential vocabulary
in mathematics class to increase students’ effective use of mathematical lan-
guage. First and most obvious is to provide initial instruction to promote the
understanding and storage of word meanings in long-term memory. Second,
and only after students have developed an understanding, the goal of instruc-
tion becomes to help students become fluent and maintain the word mean-
ing over time. Third, the end result of achieving the first two goals is that
students are able to easily and accurately use the language of mathematics
to explain and justify mathematical concepts and relationships. Without the
instructor first teaching basic understanding and facilitating fluency with
vocabulary words, the purposeful and effective use of the language of
mathematics will likely not occur.
 Mathematical Vocabulary 239

GENERAL APPROACHES AND TECHNIQUES FOR TEACHING

MATHEMATICAL VOCABULARY

One would assume that mathematical vocabulary is taught at some level

during mathematics classes; however, language development is often over-
looked by math teachers (Adams, 2003; Riccomini & Witzel, 2010). It is
important that teachers apply general vocabulary instructional techniques
to mathematical vocabulary on a regular basis. Developing and then using
a systematic plan for teaching vocabulary throughout the year will maximize
and facilitate improved understanding of essential vocabulary for students
(Manzo, Manzo, & Thomas, 2006).
Marzano’s (2004) six steps for educators to maximize student learning of
essential vocabulary incorporates components of the following evidence-
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based instructional strategies that aid in achieving positive academic out-

comes across content areas: (a) explicit instruction (Bottge, Heinrichs, Mehta,
& Hung, 2002; Test & Ellis, 2005), (b) stimulating prior knowledge (Stroud &
Schwartz, 2010; Yeh et al., 2012), (c) repetition (Joseph, Eveleigh, Konrad,
Neef, & Volpe, 2012; Kluge, Ritzman, Burkolter, & Sauer, 2011), (d) differen-
tiating instruction (Geisler, Hessler, Gardner, & Lovelace, 2009; Jones, Yssel,
& Grant, 2012), and (e) cooperative learning (Ryve, Nilsson, & Patterson,
2013; Wang, 2012). Although his recommendations cut across content areas,
they form the basis for the specific strategies and techniques that are
described. First, teachers should begin vocabulary instruction by providing
students with an informal description, explanation, or example of the new
term or phrase either directly or through indirect means. This will help stu-
dents begin the process of connecting the new meaning to their prior knowl-
edge. Second, it is important to provide students with opportunities to restate
the teacher-provided descriptions, explanation, or examples in their own
words. This opportunity reinforces the connections to their prior knowledge.
Third, to help strengthen the linkage to prior knowledge, students are asked
to construct a picture, symbol, or graphic representation of the term or
phrase. This is especially important for younger children who have less prior
knowledge specific to mathematics.
Fourth, as students become more familiar and comfortable with the
language (i.e., learning and using the terms), it is vital for teachers to provide
students with periodic opportunities to reengage in a variety of activities to
help them further develop and enrich their knowledge. Students often only
develop surface-level understanding of the material, and without opportu-
nities for further engagement students will not gain the desired deep under-
standing necessary for mathematical reasoning and communication. Fifth,
involving small-group and=or peer-to-peer discussions on specific terms
further develops a deeper understanding and reduces misconceptions that
may have formed. Sixth, to facilitate long-term retention, teachers must
 240 P. J. Riccomini et al.
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FIGURE 1 Concept map based on six recommendations by Marzano (2004) for effective
vocabulary instruction.

provide opportunities for the students to revisit these essential and

already-learned terms through such things as game-like activities that
students will find enjoyable (see Figure 1).
By grounding their vocabulary instruction in Marzano’s six steps, tea-
chers are likely to see an improvement in mathematics language develop.
These six steps articulated are neither new nor innovative but frequently
get pushed to the side during mathematics instruction for a host of reasons
(e.g., time constraints, not valued, lack of teacher training). Learning math-
ematical vocabulary through daily mathematics instruction that emphasizes
the six general recommendations is important and essential for many stu-
dents, especially struggling students and students with disabilities. Because
mathematics naturally progresses from less complex to more complex skills,
mastery of vocabulary is essential for long-term success in mathematics
(Monroe & Panchyshyn, 2005); hence, the use of specific instructional strate-
gies supported by research is necessary.

ACTIVITIES FOR TEACHING MATHEMATICS VOCABULARY

When students with poor language skills struggle with learning important
mathematical vocabulary terms, educators should consider using strategies
specifically developed for learning content vocabulary. Although there are
many methods of facilitating the learning of vocabulary, five specific techni-
ques for helping students learn and remember essential mathematical
 Mathematical Vocabulary 241

vocabulary are described in this article: (a) explicit vocabulary instruction,

(b) mnemonic strategies, (c) fluency building through multiple exposures,
(d) game-like activities, and (e) technology applications.

Explicit Vocabulary Instruction

Educators recognize that children may naturally learn vocabulary through
incidental or embedded learning experiences; however, for many students
these types of mathematics learning encounters are not sufficient. Instead
of simply exposing students to mathematics vocabulary, it is necessary to
directly teach vocabulary (sometimes in isolation) and provide opportunities
for numerous and meaningful practices across contexts. The language of
mathematics consists not only of words and text but also of symbols and
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diagrams; explicit instruction can help build the connections between these
elements of mathematics language (Van de Walle, 2001).
Explicit articulation of vocabulary terms, definitions, and uses takes the
guesswork out of making meaning of unfamiliar terms and focuses the stu-
dents’ learning on correct use and application. Research suggests that explicit
instruction of new vocabulary with opportunities for use through incidental
learning is more effective than incidental learning in isolation (Sonbul &
Schmitt, 2010) and across ages and grade levels (Taylor, Mraz, Nichols,
Rickelman, & Wood, 2009). Explicit instruction is an established, highly effec-
tive instructional approach that can be used independently or in conjunction
with other teaching strategies and techniques (Archer & Hughes, 2011).
Explicit vocabulary instruction requires teachers to introduce and teach a
new word and its meaning through a systematic and purposeful presentation.
This direct presentation highlights the importance of the new word, connects
to prior knowledge, and allows students to engage with the multiple uses of
the word (Lee & Jung, 2004). Common elements of explicit instruction
include logically sequencing key skills, reviewing prior skills and knowledge,
providing step-by-step teacher models of new skills along with opportunities
for guided and independent practice, and assisting students with connections
between new and existing knowledge (Archer & Hughes, 2011). There is a
strong literature base supporting explicit instruction for teaching vocabulary
in content areas such as reading, science, and social studies (e.g., Harmon,
Hedrick, & Wood, 2005; Hong & Diamond, 2012; Jitendra, Edwards, Sacks,
& Jacobson, 2004; McKeown & Beck, 2002; Stahl & Fairbanks, 1986; White,
Graves, & Slater, 1990).
Concurrent with instruction, the teacher is checking for student under-
standing and encouraging active learning through frequent questioning and
guided activities to promote student independence. After explicit instruction
in new vocabulary terms, students could also (a) create concept maps;
(b) keep individual math dictionaries of terms, illustrations, and examples;
and (c) develop word walls with new terminology (Van de Walle, 2001). This
 242 P. J. Riccomini et al.

type of instruction is neither incidental nor accidental; the teacher plans and
carefully directs all aspects of the lesson.

Mnemonic Strategies
Mnemonic instruction refers to strategies and techniques used to improve
learning in memorable and motivating formats. Mnemonic strategies help
students learn new information by connecting it to their prior knowledge
(Mastropieri & Scruggs, 2007). Mnemonic instructional practices have 30
years of research support including a diverse set of learners and across mul-
tiple content areas supporting their use as an evidence-based technique
(Forness, Kavale, Blum, & Lloyd, 1997; Jitendra et al., 2004; Mastropieri &
Scruggs, 1989). In addition to enhancing the academic performance of
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low-performing, as well as average- and above-average-achieving, students,

mnemonic instruction benefits students with disabilities (Kavale & Forness,
1999).
One specific mnemonic instructional practice, the keyword strategy, has
the greatest application to teaching mathematical vocabulary. Overwhelm-
ingly positive evidence exists for the use of the keyword mnemonic tech-
nique to teach content vocabulary to students with disabilities (e.g.,
Mastropieri, Scruggs, & Fulk, 1990; Scruggs & Mastropieri, 2000). Unfortu-
nately, few mathematics-specific examples of the keyword mnemonic
strategies are available (see Sanders, 2007).
Educators using the keyword strategy teach students meanings of new
vocabulary terms by selecting a similar-sounding word and a picture, draw-
ing, or computer graphic that represents the essential information to learn
(Atkinson, 1975; Kavale & Forness, 1999; Mastropieri & Scruggs, 2007). By
providing students with a tool to anchor a new term with a similar-sounding
word already known by the student, teachers enable students to better recall
the meaning of the new term. Further strengthening the effectiveness of the
keyword strategy is the use of a picture representation that highlights the
critical attributes of the new term. Either this illustration can be created by
the student, or to save time the teacher can create the illustration. The last
part of the keyword technique is to create a sentence that connects the
keyword and the desired definition. This is a powerful memory-aiding device
to help students learn and remember essential mathematical vocabulary.
The example keyword mnemonics for the terms parallel lines and ray
highlight the three critical aspects for teachers using this strategy (see
Figures 2 and 3). First, the unfamiliar terms are anchored to a familiar
keyword: Parallel lines is anchored to pair of elves, and ray is anchored to
run away. Second, a visual image is created that accentuates the key features
of the new term and captures the keyword. In the examples provided, the
visual images clearly depict the key features of the definitions and the
keywords. Third, a sentence is developed to connect the information in a
 Mathematical Vocabulary 243
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FIGURE 2 Example keyword mnemonics for the term parallel lines.

meaningful and memorable fashion. For parallel line: ‘‘The pair of elves are
the same distance apart and will never intersect. The pair of elves are on
parallel lines.’’ For ray: ‘‘Start here!!! Run away and never stop running ray!’’
The key to maximizing the effectiveness of the keyword mnemonic is to
incorporate the developed keywords mnemonics into the regular classroom
instructional routine. Simply presenting students with a keyword mnemonic
will not likely result in the desired learning and remembering on the part of
the students. Combining the keyword mnemonic strategy with other instruc-
tional activities typical in mathematics classes can maximize its effectiveness.
The keyword mnemonic strategy is easily incorporated into bulletin
boards, warm-ups, game activities, SmartBoard presentations, teacher-
directed or student-centered instructional time, and even peer tutoring. Com-
bining the keyword mnemonic strategy with other instructional activities
typical in mathematics classes can maximize its effectiveness.

Fluency Building Through Multiple Exposures

Fluency in mathematics is often associated with basic arithmetic facts (e.g.,
5  5 ¼ 25) and other computational-type problems (e.g., long division, per-
fect squares), at times overshadowing the vital role of vocabulary recognition
and understanding. The National Reading Panel (National Institute of Child
Health and Human Development, 2000) highlighted the importance of
repeated and multiple exposures to new vocabulary to build fluency. Being
fluent with mathematics vocabulary may allow learners to more readily
recognize what is required to solve a problem, therefore having more cogni-
tive energy to dedicate to more laborious tasks, such as calculating solutions
that require multiple steps. As with explicit instruction, fluency is achieved
through planned, purposeful, and targeted practice of specific content.
 244 P. J. Riccomini et al.
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FIGURE 3 Example keyword mnemonic for the term ray.

Traditional ways to practice fluency include the use of flashcards, in

which one side of an index card has the vocabulary term and the other has
the definition and a visual. The creation of the cards also acts as a rehearsal
activity and can help with learning and remembering vocabulary or can be
paired with other activities to teach sight words (Kaufman, McLaughlin, Derby,
& Waco, 2011). Students can rehearse the vocabulary and practice recalling the
word or definition. Because the cards contain both the word and the
definition, students receive immediate feedback, which has been linked to
improved learning (Epstein et al., 2002). Previously mastered vocabulary
can be set aside, thus maximizing time spent on learning new material.
Flashcards can be used independently (e.g., in reciting) or with a peer or
parent. They can be used at home, at school, or in other settings and integrated
with other practices (e.g., games, metacognitive strategies). Strengths to using
cards include their ease of use and the opportunity for students to practice
through repetitive exposures of the vocabulary word; however, this type of
practice isolates the word from the context in which it is used.
A variation of the traditional approach was described by Taylor and
colleagues (2009), in which one side of the index card is divided into quad-
rants; the new vocabulary word is listed in the top right quadrant with the
definition in the bottom right quadrant. The left two quadrants are used to
draw a picture supporting the definition of the word. On the back of the
index card, the students describe the relationship between the picture and
the new term. This approach, like traditional flashcards, is easy to create
and use; but unlike traditional flashcards, this approach includes an example
of how the vocabulary word is used in context and incorporates elements
highlighted by Marzano (2004).
Although some vocabulary-building activities require dedicated allot-
ments of time, building fluency through multiple exposures to vocabulary
 Mathematical Vocabulary 245

can often be accomplished through frequent but brief 5- to 10-min activities

(Stump et al., 1992). This versatility allows teachers to incorporate
fluency-building activities during brief opportunities of time (e.g., transitions
between exchanging classes, at the end of a lesson, while passing out class-
room materials) and maximize instructional time. An engaging activity might
include passing out mathematics vocabulary cards so that each student has
one card. Students then circulate around the classroom to form clusters of
related words (students form clusters based on how the words are related).
Once the clusters are formed, the teacher can then lead a discussion about
how certain terms may fit into more than one category. Another idea is to
have students play vocabulary line frog while waiting in line for specials
or lunch. The person at the end of the line has an opportunity to jump to
the front of the line (or second place, if there is a designated line leader) if
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the student provides a correct definition or uses the term correctly in context.
To increase opportunities to respond, this can be done as a lightning round
that the teacher leads at a rapid pace.

Game-Like Activities
Teachers should use a variety of different techniques when teaching
vocabulary, which may include game-like activities (Covington, 1992;
Johnson, von Hoff Johnson, & Schlichting, 2004). Educational games are
ideal for engaging students in motivating activities (Charlton, Williams, &
McLaughlin, 2005). Games may be used to improve sight recognition
(Berne & Blachowicz, 2008) or to improve and maintain understanding
of essential vocabulary (Wells & Narkon, 2011). In addition, using
game-like activities is an excellent way to make learning mathematical
vocabulary fun and more appealing to students.
In general, teachers have established game activities designed to serve
various learning objectives in their classrooms. A common game format used
by many teachers is based on the popular television program Jeopardy! This
game format is used in many classrooms, not just mathematics classrooms,
because of its easy-to-learn format and applicability across many different
content areas. Because the game is organized into categories (e.g., Geometry,
Algebra), it is simple to add an additional category devoted exclusively to
vocabulary. There are templates available online to aid in creating and cus-
tomizing this type of quiz game (e.g., http://www.edtechnetwork.com/
powerpoint.html).
Wells and Narkon (2011) explained three games (i.e., Mystery Word,
Word-O, and Word Sorts) that can be used to motivate student learning. In
Mystery Word, a vocabulary word is selected from a list, and the leader
provides clues about the mystery word until the class is able to surmise what
the word is. Word-O is an adapted form of Bingo, and Word Sorts allows
students to work with a list of words to compare and contrast words in an
 246 P. J. Riccomini et al.

effort to form categories of words (see Wells & Narkon, 2011). More chal-
lenging rounds may include words that are not overtly similar.
Using game-like activities throughout the course of the academic year
affords students opportunities to attend to continued vocabulary develop-
ment in mathematics in a fun, recreational manner. The playful learning
opportunities may be both interesting and motivational for students
(Charlton et al., 2005; Wells & Narkon, 2011).

Technology Applications
Students with disabilities often struggle with mathematics content in mid-
dle school and high school. They are faced with a text-centered world and
often lack the skills to read and write at sufficient levels to meet the chal-
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lenges of secondary education (Anderson-Inman & Horney, 1998). How-

ever, teachers can use various instructional techniques and strategies to
help their students overcome many of the barriers to learning the language
of mathematics. Furthermore, technology applications may become an
effective aid for students in the future. As Anderson-Inman and Horney
(1998) stated, ‘‘Computer-based solutions represent the future in educa-
tors’ effort to help students with learning disabilities achieve in school
up to their potential’’ (p. 248).
Instructional technology can enhance and support mathematics
instruction by offering teachers and their students visual and auditory stim-
uli and interactive simulations that make mathematics real for students (e.g.,
demonstrating how data collection can be utilized to find solutions to
everyday problems). Although very few studies have specifically addressed
vocabulary development with instructional technology, there is evidence
that suggests that improved learning outcomes are possible (Hebert &
Murdock, 1994; Koury, 1996). Instructional technology can include a range
of applications, such as apps, streaming audio and video, software
programs, computer simulations, video and audio demonstrations, and
graphics programs (e.g., graphing calculators). The Internet now allows
students to access real data that can then be used to solve authentic mean-
ingful problems and provide visual representations not easily created or
accessible in past mathematics classrooms. Students can learn through
interactive computer games that can be highly motivating and challenge
students at their optimal learning levels (Gee, 2004). As the technology con-
tinues to improve in both access and learner effectiveness, instructional
technology has great potential to be a powerful teaching tool for educators
and learning aid for students.
Empirical research supports the use of instructional technology (e.g.,
calculators, graphing calculators, video discs, software applications) by
educators in the areas of basic facts as well as problem solving, telling time,
ratios and proportions, fractions, and decimals (e.g., Bouck, 2010; Cawthon,
 Mathematical Vocabulary 247

Beretvas, Kaye, & Lockhart, 2012; Hofmeister, 1989); however, a minimal

amount of empirical research is available regarding the efficacy of instruc-
tional technology for teaching vocabulary specific to mathematics for
low-achieving students. It is logical that technology applications can and
should be developed and applied to enhance instruction of essential vocabu-
lary in mathematics.
Learning technical mathematical vocabulary may require much more
than the status quo for mathematics instruction. With ever-increasing
advancements in instructional technology, the possibility of significantly
impacting the overall mathematical performance of low-achieving students
and students with disabilities through the application of technological
advances is substantial. Unfortunately, very few researchers have examined
the effectiveness of using instructional technological applications to teach
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mathematical vocabulary specifically, an obvious gap in the knowledge base

on evidence-based vocabulary instruction. This is an area that should be
explored and further developed.

LIMITATIONS AND THE NEED FOR FUTURE RESEARCH

Although the need for vocabulary instruction in mathematics is great, there is

limited published research that focuses specifically on interventions for
developing vocabulary in mathematics. Therefore, scholars are tapping into
the rich vocabulary research available through literacy research and extend-
ing it across content areas such as mathematics, as seen in the framework
described by Marzano (2004). Building content-specific vocabulary research
from literacy research, as sometimes done here, is a natural extension;
however, there are some limitations within this bridge, including the way
mathematics vocabulary is often presented with limited context clues (e.g.,
‘‘Find the slope’’) and the 11 caveats described by Rubenstein and Thompson
(2002). Research is needed to identify and analyze instruction with particular
attention to these characteristics that distinguish mathematics vocabulary
from other expressions of vocabulary. Equally important to how mathematics
vocabulary is taught is the question of when mathematics vocabulary should
be taught and how it should be assessed. Mathematics is a content area that
builds from prerequisite skills to more advanced skills, calling teachers’ atten-
tion to when students should be expected to master vocabulary and how to
distinguish between limited skills and limited vocabulary, and thereby access
to the skills, when the two are intertwined.
Given the limited availability of intervention research specific to math-
ematics vocabulary, generalization of these suggestions should be made with
caution. Like all classroom instruction, instructional decisions should be
made based on data supporting students’ response to instruction. Therefore,
teachers should collect data on the effectiveness of mathematics vocabulary
 248 P. J. Riccomini et al.

interventions being implemented and make continued educational decisions

based on those data.

IMPLICATIONS FOR PRACTICE

Given the large number of terms encountered throughout the course of a

year and the varying ability and readiness of students to learn new
vocabulary, teachers must judiciously select words to teach and help stu-
dents not only to learn the new terms as they are encountered but also to
continue to remember previously learned terms from year to year.
Although using and encountering terms in naturalistic contexts facilitates
vocabulary development, for many students, especially struggling stu-
dents, this development may be fragmented and disjointed; therefore,
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the consistent and purposeful use of vocabulary building can greatly assist
students. Although there is not one right way to build vocabulary skills, a
theme that ran through all supports described is clear: purposeful word
instruction with multiple opportunities for students to respond and prac-
tice vocabulary in multiple contexts. From explicitly introducing a vocabu-
lary word to playing a word game while waiting in line to go to lunch, the
instruction should be methodically planned and executed with purpose
and precision. Capitalizing on instructional time and providing multiple
opportunities for students to successfully learn, use, and practice new
and critical vocabulary is important.

CONCLUSION

As the language of mathematics continues to become an emphasis in the

development of mathematical proficiency, there is no question about the
importance of spending instructional time to teach mathematics vocabu-
lary. van der Walt (2009) emphasized that vocabulary within the language
of mathematics is an aspect of instruction that requires specific attention.
While vocabulary continues to emerge as an essential aspect of language
development in mathematics, resources supporting mathematics vocabu-
lary need to become more prevalent in mathematics literacy. This article
has presented an overview of the impact of mathematical vocabulary on
proficiency and evidence-supported instructional strategies for incorporat-
ing mathematics vocabulary instruction into classroom learning. Rich
development and understanding of mathematics vocabulary is essential
for students to become actively engaged in mathematics past mundane
computational requirements to thorough understanding and meaning
making. Educators have the responsibility to provide students with instruc-
tion that best supports learning, academic success, and lifelong success.
The strategies and techniques described in this article can help teachers
 Mathematical Vocabulary 249

accomplish this responsibility once they recognize the importance of the

language of mathematics.

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 THE INFLUENCE OF TERMINOLOGY AND SUPPORT MATERIALS IN
THE MAIN LANGUAGE ON THE CONCEPTUALISATION OF
GEOMETRY LEARNERS WITH LIMITED ENGLISH PROFICIENCY

J.A. VORSTER

CHAPTER 3

THE ROLE OF LANGUAGE IN THE MATHEMATICS CLASSROOM

3.1 INTRODUCTION

The topic of language and Mathematics has become increasingly relevant in recent years. In
their historical perspective Ellerton and Clarkson (1996:989-991) indicate that a number of
books have been published since the late eighties and during the nineties on the interaction
between Mathematics and language. The Standards Document in the United States (NCTM,
2000:60-63) stresses the role of language and communication.1 In Australia language
factors in Mathematics learning also have been recognised as important in both research
and curriculum documents. Ellerton and Clarkson (1996:1017) express the importance of
language as follows: "It should be of serious concern that so many Mathematics education
researchers appear to have paid little more than lip service to the centrality of language
factors in all aspects of Mathematics teaching and learning".

After the publication of the article by Ellerton and Clarkson in 1996, the interest in
Mathematics and language continued. Much has been published specifically in the field of
teaching in multilingual classrooms (De Villiers, 2000:3). As a result, different new
phenomena of language are being studied. Classroom discourse is becoming more and
more important and the use of natural language in the Mathematics class is claiming its
ground. Discussions between learners increasingly take place in small groups. More written
explanations are required from learners and they have to communicate their ideas in an
informal style (Mitchell, 2001: 29, 30).

1
NCTM (2000:60) states that learners should be able to:
 organise and consolidate their mathematical thinking through communication;
 communicate their mathematical thinking coherently and clearly to peers, teachers and
others;
 analyse and evaluate the mathematical thinking and strategies of others; and
 use the language of Mathematics to express mathematical ideas precisely.

Bibliography 1
In South Africa the teaching and assessment strategies incorporated in Outcomes Based
Education, such as journal writing, reports on investigations and group work, call for the
learner’s written as well as oral communication skills in the Mathematics register.

3.2 MATHEMATICS AS LANGUAGE

In literature dealing with Mathematics teaching and learning, Mathematics is often described
as a special language that a learner has to learn. Usiskin (1996:232) expresses his view in
no uncertain terms: "Mathematics is like a language because it is a language like any other".
To argue his view Usiskin compares Mathematics to language with regard to the following
aspects, Mathematics:

 is both oral and written;

 can be either formal or informal;

 not only describes but helps to format concepts;

 has communication as a major purpose;

 has a well constructed syntax.

Usiskin (1996:232) is of opinion that mathematicians should look at how languages are
taught and learned for clues on how to guide the teaching and learning of Mathematics.
Although the view that Mathematics is a language "just like other languages" is perhaps a
little forced and may be disputed, Usiskin (1996:233, 236; 237) makes a very valid and
important point: "Recognising that Mathematics is a language forces one to rethink its
teaching." For too long, silence in the Mathematics classroom was the ideal and
communication between learners in the classroom was discouraged (also see Costello,
1991:171).

Costello (1991:167, 170) rightly argues that to describe Mathematics as a language narrows
it down, because it is not only a means of communication, but also an activity and a body of
knowledge. In addition, Mathematics has the function of making manipulative operations and
calculations easier and is often a solitary activity. Costello (1991:167; 171, also see Pimm,
1987:xiv) sees some value in describing Mathematics as a language if used in a
metaphorical sense, because it can be used to describe patterns, relationships, structures
and properties that cannot be communicated in any other way. Language and Mathematics
furthermore share the function of being a vehicle for logical thinking. The pleasure derived

Bibliography 2
from mathematical activities can be compared to the pleasure derived from writing poetry or
short stories.

It therefore seems valuable to discuss the linguistic features of Mathematics and the role that
language plays in it. It should however be kept in mind that it is the communicative role of
Mathematics to and from the learner that is under discussion and not all the features and
activities which the subject of Mathematics encompasses.

3.2.1 Mathematics as spoken language

The oral language of Mathematics is important for the understanding of mathematical

concepts, especially where interpretation is needed. Usiskin (1996:236-241) stresses that
oral communication, both formal and informal, is important for the learning of Mathematics.
The constructivist view of learning Mathematics emphasises the need that learners should
speak about Mathematics. By articulating their mathematical ideas and discussing it with
peers, learners negotiate mathematical meaning for themselves (Costello, 1991:174, Pimm,
1987:23-24, Sai, 1994:15-17). Discussion gives learners the opportunity to modify and
develop their ideas and to integrate new knowledge into existing schemes. It fosters
relational understanding. Learners think more clearly when they speak out loudly. When
learners formulate a problem, they often resolve it for themselves (see Orton, 1987:135-137,
Orton & Frobisher, 1996:59).

This is particularly true for Geometry. Oral communication enables the learner to make
knowledge his own and to make connections between different concepts and ideas. The
correct terminology and appropriate language is necessary to describe properties of figures
and to understand and discuss geometric principles. The learners therefore have to
internalise the vocabulary that will enable them to develop their sense of space and to solve
problems and write proofs (Swindal, 2000:246).

In Curriculum 2005 one of the major changes in the teaching approach is the importance of
learner participation and group work, also in Mathematics (Department of Education,
1997b:MMLS, SO9,2 p. 29). In line with Usiskins' suggestion, the South African Mathematics
educators realise that learners should communicate about Mathematics much more, both
amongst each other and with the teachers. Additionally, more attention is paid to how
learners think. Learners should be able to communicate their thoughts clearly and precisely
to a teacher. It follows that the learners’ skill in using Mathematics as oral language should
be developed to supply the learners with the language tools to communicate orally in
2
S09: Use mathematical language to communicate mathematical ideas, concepts, generalizations
and thought processes.

Bibliography 3
Mathematics. Brainstorming, group work, reporting on investigations and even the ordinary
question-and-answer method could be developed to encourage learners to speak about
what and how they think, to formulate their thoughts and to express themselves clearly (also
see Orton & Frobisher, 1996:60).

Pimm (1987:24, 25) describes the value of "self-talk". Sometimes this self-talk can be sub-
vocal and by times a learner would speak aloud. "Self-talk" forces a learner to find words for
his thoughts and helps the learner to explore and guide his thoughts on a problem. Pimm
concludes: "Articulation can aid the process of reflection by affording better access to
thought itself." In the traditional South African classroom this essential part of a learner's
struggle to find solutions to problems was inadvertently discouraged as the learners were
encouraged to work in silence.

Another issue that Usiskin (1996:238) touches on, but does not investigate in depth, is that a
child learns to speak a language at a very young age. He argues that if an oral language is
not learned before a certain age, it becomes more difficult to learn. He suggests that the
delay in confronting learners with for instance Geometry, may make it more difficult for
learners to learn it at a later stage.

Orton (1987:133) is of opinion that oral language should be used for a longer period of time.
In his view symbolism should only be introduced after the learners have mastered
transitional notations such as "area=length x breadth" and have reached a real
understanding of the structures. When they discuss the need for learners to learn to use the
precise language of Mathematics, the NCTM (2000:63) is of opinion that learners should first
start to communicate in their own words and cautions that: “it is important to avoid a
premature rush to impose formal mathematical language”. Van de Walle (2001a:214, 209-
213) propagates that fraction symbolism should be delayed as long as possible and that
words like, for example, two-thirds or one-half should be used for a longer time before

numerical symbols like 2 or 1 are introduced. The emphasis is on conceptual

3 2
development, which is on par with new developments in the teaching of Mathematics.

To conclude one can say that the ability to formulate problems in Mathematics, to talk about
Mathematics using informal but also more formal and precise terminology, should be
fostered and should be one of the outcomes of Mathematics teaching.

Bibliography 4
3.2.2 Mathematics as written language

In the traditional classroom culture the emphasis falls on the reading and interpretation of
written Mathematics and not so much on writing down mathematical ideas and explanations.
Written Mathematics is mostly confined to writing down calculations, mathematical
manipulations, geometrical proofs, memorised definitions and graphical representations, etc.
The use of the language of communication, e.g. English, is mostly confined to word sums
and a few expressions or a short sentence here and there. Symbolism plays a major role in
written Mathematics.

Although the use of symbols and the syntax of calculations and manipulations certainly are
of major importance, it is only one section of the language of Mathematics and it is not the
focus of this study. The focus is on the mathematical register of the language3 of instruction.
In the traditional Mathematics classroom the learner has little occasion to practise to write
the mathematical register of the language of instruction. The learner more often experiences
only the formal written language of Mathematics in the textbook and he is only required to
read, interpret and perhaps memorise it. The informal use of Mathematics as language to
write, express and explain thoughts and processes is seldom required of the learner.

This has changed in the wake of the new methods of teaching that have been introduced
since the constructivist view of teaching Mathematics has gained momentum. Teaching
methods such as the investigative approach (James:1990), the conceptual development
method (Gunter, Estes & Schwab, 1999:100-121) and the importance placed on group work
and discussions with peers have changed the scene. Costello (1991:173, 176) identifies
growing demands on the learners' linguistic skills when he describes the writing that arises
from an investigation: "It is commonly considered worthwhile that such writing should include
not only the mathematical structures and relationships discovered but also a description of
the process of thinking, exploring and discussing which led to the discovery." To
communicate these processes and thoughts on Mathematics, the learner will have to be able
to use an informal written mathematical register of the language of instruction. When a
learner has to write down mathematical processes and reasoning, he has to reflect on the
Mathematics involved to be able to formulate his thoughts and to communicate clearly.
Therefore, “written communication should be nurtured” (NCTM, 2000:61, 62). Informal

3
A "register" of a language in this context refers to those subject specific terminology, word
meanings and expressions that are used when communicating in the domain of a specific subject
or specialised field. This "register" will only be fully understood by those who have become
acquainted with the specific meanings given to words in the context of the relevant specialised
field.

Bibliography 5
writing should lead to the development of the ability to write also in the more formal register
of the language of Mathematics.

3.2.3 Reading Mathematics

Orton and Frobischer (1996:57) expressed concern regarding the fact that learners were not
being educated to read Mathematics and that they were seldom required to read passages
from their textbooks. In South African schools the situation was much the same. The
question may be asked whether the introduction of the new Mathematics curriculum in South
Africa is bringing about an improvement in the situation. Teachers should apply measures
for readability in selecting new teaching materials. The teaching materials have to be
accessible within the reading level of the learners. Orton and Frobischer (1996:57) also
pointed out that applying measures for readability is no easy task because of the mixture of
everyday language, specialist terminology and mathematical symbols used in mathematical
text. It could be added that the learner should experience text where the formal
mathematical register is used correctly, but where terminology and concepts are explained in
informal language on his own level. Writing and selecting teaching/learning material that
uses the formal and informal mathematical registers of the language of instruction in a
balanced and accessible way, is no easy task. Teachers should be trained to apply the
correct measures of readability and practice in the selection of materials for learners at
different levels should be included in teacher training.

More attention should be paid to motivate learners to read Mathematics and about
Mathematics. It is obvious that to achieve this goal, interesting reading material, as well as
interesting textbooks should be available. For many learners a change in belief will have to
take place - the belief that a new topic in Mathematics can only be tackled if some expert
has introduced you to it. Much more attention should be paid to history, interesting details
about the lives of great mathematicians, interesting links to nature, and other fields of
Mathematics that exist, e.g. spherical Geometry. Learners in middle school are fascinated
with "magician’s" Mathematics, where he can learn to tell someone which number he
thought of or to prove impossible things by multiplying with zero, riddles, etc. However,
reading material have to be available and the learner has to be motivated to read it in his
own time (see Cangelosi, 2003:237 for names of "trade books" for interesting popular
reading on Mathematics).

Bibliography 6
3.2.4 Symbolism as part of the Mathematics language

The language of Mathematics furthermore consists of mathematical symbols used in the

different mathematical disciplines, pictorial Mathematics such as graphs, Venn diagrams,
geometrical diagrams and pictograms (Usiskin, 1996:237). Much can be said on this topic.
However, this is not the focus of this study. It is enough to say that the learner has to master
symbolism as a major part of the language of Mathematics. Learners should be able to
translate words into symbols and vice versa.

Often, as in word sums in different topics, e.g. sequences and series, the learner should be
able to translate the syntax of the words into an expression or equation with the correct
mathematical syntax. In these instances the learner has to be master of both the
mathematical register of the language of instruction and symbolism, as well as the concepts
involved. This could become very difficult for a learner, especially for the LEP-learner.

3.2.5 Mathematics as special register of language

As in other subjects, Mathematics is expressed in a special register peculiar to the subject.

Cangelosi (2003:233) describes the use of mathematical language as the "power to
communicate precisely". He continues by saying that this power comes at a price.
Mathematicians have to learn to shift between figurative interpretations of ordinary English
and literal interpretations of mathematical English. These "literal interpretations" form the
register of Mathematics not only includes subject specific terminology, for example
"parallelogram", but also certain phrases and modes of arguing (Pimm, 1987:76). The
Mathematics register includes ordinary words that would have a different meaning in
Mathematics than in the everyday language. The term "function" could be used as an
example. In Mathematics "function" has a very rigorous definition, which differs from the
general use of the word in natural English. Many such words exist and have been reported in
research. Learners sometimes struggle to understand a topic because they decode a word
that represents a mathematical concept in the everyday sense of the word. Sometimes the
difference in meaning could be quite subtle. Orton and Frobisher (1996) use the example of
the word "similar", which is used with two meanings within Mathematics itself. Two Geometry
problems could be solved in a similar way, which would imply that the same method could
be applied to solve the problems, but it would not be exactly the same. In another instance,
two triangles could be similar and it would have a very specific meaning, the sides would be
in the same proportions and the angles respectively equal (also see Durkin & Shire, 1991:74
for examples of words causing problems).

Bibliography 7
Pimm (1987:79, 86) highlights another problem area namely the specific use of prepositions
in the Mathematics register of English, e.g., the square on the hypotenuse (geometrical) and
the square of the hypotenuse (numerical). Connectives such as "and" and "or" sometimes
have a specific meaning, e.g. in sets where "and" would indicate the intersection of sets, and
"or" the union of sets. Expressions such as for example "if and only if", " if … then", "greatest
common divisor", form structural units that are always used as such and are important in the
mathematical register.

Costello (1991:178) expresses concern about the phenomenon that words can sometimes
act as barriers to the recognition of mathematical ideas. Learners that understand a
mathematical property may not relate the term used for that property to the question asked,
for example, it may be asked that the learner apply the distributive property to a(b+c). The
learner may be very well acquainted with the fact that a(b+c) = ab + ac, but may have no
clue to what the distributive property may be.

The learner has to be aware that he cannot always use everyday strategies to decode the
meaning of the combination of mathematical words that form an expression, e.g. red flowers
would be flowers that are red, an example of a rectangular prism may be a cylinder with
nothing obviously rectangular about it. Pimm (1987:101, 102) gives the example of a circular
triangle. Specific knowledge of spherical Geometry has to be applied to understand that this
is a triangle on the surface of a sphere. Again no circular property would be obvious.

According to Ellerton and Clarkson (1996:1000-1004) the "Newman research" has been
used widely in the Asian Pacific region. The "Newman method" is a procedure where
learners who have attempted word problems are asked a sequence of questions. Through
this evidence was found that indicates that learners experience difficulty with semantic
structures, the vocabulary and the symbolism of Mathematics. Most of the errors were found
in the "comprehension and transformation" stages of the word problems. Furthermore,
semantic structures were found to be of utmost importance in learning and in classroom
discourse.

Semantics especially poses a problem for second or third language speakers. The following
two word problems were presented to about seventy in-service primary school teachers in
an upgrading programme. A discussion of about three quarters of an hour followed, first in
groups and then in a whole class discussion, before all the teachers could really
comprehend the difference between the two problems:

Bibliography 8
(a) Peter painted half of a hedge in the morning and a third in the afternoon. What part of
the hedge was left unpainted?

(b) John painted half of a hedge in the morning, a third of what was left in the afternoon.
What part of the hedge was left unpainted?

Word meaning, context, semantic structure and syntax are very important in especially
written Mathematics. It may sometimes be very rigid. Ultimately, the learner should be able
to use the mathematical register and symbols to express mathematical ideas and content
precisely.

3.2.5.1 The development of a Mathematics register in indigenous languages

It is clear that Mathematics as language needs the language of instruction as vehicle. To

provide this vehicle, each language has to develop its own mathematical register to enable
the speakers of the language to communicate mathematical concepts and procedures
effectively in their own language. The learner has to master the vocabulary and structure of
this register to be able to express, speak, write and think in "the language of Mathematics".

In Setswana the mathematical register is not fully developed. This is of importance in the
debate concerning the preferred language of instruction for Mathematics in schools and such
practices as the use of code-switching in the classroom. These features will be discussed
more extensively in the next chapter.

3.3 TEACHING LANGUAGE IN THE MATHEMATICS CLASSROOM

Explicit teaching of the subject specific language registers in the classroom is gaining
momentum. "Many subject lecturers have realised that they need to become teachers of the
language of their discipline. Language lecturers are familiarising themselves with enough
content to ensure they are teaching communication skills in a context which is relevant to
students within particular disciplines" (Jacobs, 2001:2). Some research has been done on
syntactic, semantic and pragmatic features causing difficulty and on programmes to support
learners linguistically in their subjects and the development of academic language
proficiency (Jacobs, 2001:2). The need for linguistic access to content knowledge has been
highlighted by the scores of learners who are not taught in their first language. Cangelosi
(2003:236) says that doing Mathematics creates messages that need to be communicated
via speaking, writing, reading, listening and observing. Learners will only be able to
communicate their ideas if they are taught the necessary mathematical language or
"register" they need.

Bibliography 9
Adler (1999:4) distinguishes between educational discourse and educated discourse.
Educational discourse is the informal mathematical language of teaching and learning in the
classroom. Educational discourse should lead to educated mathematical language.
Educated mathematical language is the Mathematics register where specific terminology
and syntax are used. The learners have to use both educational and educated mathematical
language to become familiar with it. The teacher has to facilitate the learners' "entry into
mathematical [educated] discourse" (Adler, 1999:4). Lansdell (1999:227, 228) says that the
language used when new concepts are introduced plays a critical role in the understanding
of such a concept. When a new concept is formed, there is an interplay between the real
world image, language and the learner's thought processes. Informal discussion around the
concept helps the learner to form the concept. Lansdell presents a case study where
"informal" discussion took place about a work card focusing on money. The discussion was
conducted in what was referred to earlier in this study as "natural language". The learner
originally talked about “one penny she had left” after she had bought an item. The term
“change” was introduced by the teacher with the specific meaning of a surplus of money
returned when something has been purchased (Lansdell, 1999:229-232). The learner first
experimented with the word change, applied it incorrectly, was corrected by the teacher, and
was in the end able to use it correctly. The word “change” may be an unsophisticated
mathematical term and could by some perhaps also be classified as natural language. For
this five-year-old, however, the word “change” was educated language, with a precise
mathematical meaning that was not clear to her before the learning experience. This
stresses the importance of language in the teaching process. Learners have to form a
concept through activities or learning experiences, but in the end the learners have to be
able to describe the concept in words to enable themselves to apply the concept, think about
it and communicate with others about the concept.

In the ESL-classroom the learner has to learn to grasp the different nuances of the natural
English language as well as the mathematical educational and educated languages. Orton
and Frobisher (1996:53, 55) caution that it should be considered carefully when to use
informal language and when precise terminology (educated discourse) should be introduced.
Specialist terminology could have an adverse effect during the "acceptance period" of a
concept. However, the use of educational language, such as for example fair shares in
fractions, could later lead to difficulties if not replaced by the more precise specialist
terminology, for example "common denominator". New words associated with new concepts
should be introduced carefully, discussed extensively and the learners should repeatedly get
the opportunity to practise the new terminology in the correct context.

Bibliography 10
Pimm (1987:38-40) uses the terms message-orientated and listener-orientated speech.4
Message-orientated speech is goal-directed with a particular message and is explicit, while
listener-orientated speech is more directed at the listener. Listener-orientated speech will
make use of the immediate environment to point to something. Non-specific terms like this
and that are used. Listener-orientated speech make use of common knowledge not explicitly
mentioned, for example a teacher would talk about the figure and will suppose that the
learners will all know which figure it is. In the classroom, listener-orientated speech is often
the mode of discourse. Learners should be encouraged to use message-orientated speech,
which is more explicit, so that everybody can understand their message. The meaning of
message-orientated language is not congruent with educated mathematical language.
However, message-orientated language would help to direct the learners to the goal of
educated mathematical language, because they will need correct terminology and precise
meanings of words to communicate their message. Pimm (1987:42) cautions that merely
increasing pupil talk may not prove beneficial, but the talk has to be message-orientated,
explicit and focussed.

Another phenomenon that needs attention is the interaction between natural language and
mathematical language, whether educational or educated. Mitchell (2001:42) describes
natural language, especially spoken language, as ambiguous. In natural language a
sentence can often be interpreted in many different ways, depending on context and body
language. This is opposed to scientific uses of language, where a more precise language is
required. Mathematics language is at the other end of the continuum from natural language,
as Mathematics presentations are required to be unambiguous.

In written language more care is taken to write accurately. This may be a reason why written
language has been used more in the teaching of Mathematics in the past than discourse.
Precise writing and formal definitions form a bridge to symbolic expressions in Mathematics.
In the process of clarifying real world situations, the mathematician tries to describe the
situation with carefully selected words which have an exact meaning that can be translated
into a symbolic expression. Thereafter mathematical procedures can be applied to arrive at a
solution.

However, ambiguities also occur in the mathematical register, where a word may be used in
more than one context. The ambiguity has to be clarified by the context, e.g. the square of
the number 4, would be 16 and in geometrical context a square will be a specific figure. It
follows that ambiguities can only be sorted out if the learner has adequate knowledge about

4
Pimm borrowed these terms from Brown, G. 1982. The spoken language. (In Carter, R. ed. Linguistics and
the teacher. London : Routledge & Kegan Paul.)

Bibliography 11
the different mathematical contexts involved. This is best illustrated by an example from the
symbolic language. The symbol (3, 4) could be interpreted as the co-ordinates of a point in a
Cartesian plane or as an open interval, depending on the context. Another instance of
ambiguity occurs when a question is not well formulated. For example, if the wording of the
following is studied, the meaning is ambiguous: "A lady bought six peaches and eight
apples, half of which she found have gone bad." Does this refer to half of the apples or half
of both the apples and the peaches?

Sierpinska (1994:19-21) draws attention to the difficulty some learners may experience in
recognising the subtle signals given to indicate which language zone they find themselves in.
The learner has to develop an intuitive feeling for when and where natural language is
wandering into the region of mathematical language and when educational language is
changing to educated discourse. This negotiation of meaning takes place by speaking, using
the terminology, asking questions and solving problems.

Mitchell (2001:30, 45, 46, 47) has observed the phenomenon of "wordwalking",5 which
sometimes takes place in the process of "translation" between natural and mathematical
language. "Wordwalking" is when a learner substitutes a mathematical word or phrase in an
original problem statement with natural language, but changes the meaning of the problem
statement. The meaning of the substitution overlaps with the substituted word, but changes
the structure of the resulting mathematical problem statement. The phenomenon was mostly
observed in pair groups where one learner explained a problem to another. Dequantification
was observed where the learner removed quantities such as half and substituted it with e.g.
part. The research also reports more instances of "wordwalking" where prepositions (for
example: for every, for each, in, through, etc.) are used to encode relations. This is on par
with the Pimms’ findings (1987:76, 86) reported earlier in this study that the specific use of
prepositions in the Mathematics register of English is a problem area. Teachers have to be
alert to the fact that when a learner experiences difficulty in modelling e.g. a word problem,
language factors may be the problem and not Mathematics as such.

Adler (1999:3) also discusses the visibility and invisibility of language in the Mathematics
class. When the language is only used to clarify the Mathematics it is invisible, but when
specific attention is paid to the use of the correct terminology and phrases, the meaning of
words and the correct syntax, it becomes visible. The mastering of the Mathematics
language register becomes an outcome in itself. Adler (1999:2-3, 11) argues that explicit
language teaching presents a dilemma. Too much visibility of the language can sometimes

5
Wordwalking is a term that Mitchell has invented for the phenomenon observed.

Bibliography 12
obscure the Mathematics itself, on the other hand being explicit about language benefits
most pupils. The dilemma that presents itself is how to keep the balance between the
visibility and invisibility of language so that the learners have the benefit of the explicit
language teaching but the Mathematics does not become obscured.

Mathematics teachers should make an effort to develop the skills to judge correctly when to
focus on language and when it has to fade into the background as a tool to illuminate the
Mathematics involved. Teachers could benefit by taking notice of the following features of
language teaching in the Mathematics class reported by Adler (1999:6):

 attention to pronunciation and clarity of instructions;

 verbalisation by learners as a tool for thinking;

 clear verbalisation of mathematical thinking as a display of mathematical knowledge;

 verbalisation of learners as a tool for teaching; it helps the teacher to understand the
reasoning of the learner.

Learners’ listening skills have to be developed (Pimm, 1987:43). Learners are often passive
listeners and do not take responsibility for clarifying aspects in the classroom discourse that
they do not understand. Learners have to be encouraged to ask when something is not clear
or to make a contribution to the discussion. A learner may sometimes even help to clarify a
teacher’s explanation.

3.3.1 Emotional factors in the teaching of Mathematics language

Sierpinska (1994:20) is of opinion that if a learner makes too many mistakes in the
identification of the signals concerning the language register he finds himself in, it may
contribute to anxiousness about Mathematics and loss of self-confidence. Furthermore, a
teacher’s negative reaction to a learner's language use may bring in an emotive factor into
the Mathematics. Maree (1997: 83) draws attention to the fact that learners tend to get
confused more easily when they are under stress. Questions in question papers that are not
formulated well will therefore tend to give rise to misinterpretation. In examinations learners
may not be able to cope with vague language, because they may not have the time and are
not cool-headed enough to negotiate meaning from context.

Bibliography 13
3.4 TEACHER EDUCATION AND THE LANGUAGE OF MATHEMATICS

Attention should be paid to the topic of mathematical language when training Mathematics
teachers in South Africa. Teachers should be trained in such a way that they would
consciously use and teach educational and educated mathematical language. The student
teachers should become acquainted with the problem areas of the "translation" from natural
language to educational and educated Mathematics. This becomes more and more
important as teachers in many cases have to teach at least some LEP-learners through
medium English. Not much has been done in South Africa to sensitise and train teachers to
cope in this important area.

3.5 CONCLUSIONS

When learners are learning Mathematics they have to cope with the natural language of
instruction, the educational Mathematics language, the educated Mathematics register and
the symbolic language of Mathematics. Problem areas in the Mathematics register include
the use of rigorous expressions (e.g. if and only if), prepositions, and words with different
meanings in the natural language and in the Mathematics register.

Learners have to listen, speak, read and write the Mathematics language to master
educational as well as educated mathematical language. They have to develop an intuitive
feeling for when to use which register. They have to learn that the educated Mathematics
register requires precise formulation. Each word in a definition is necessary and contributes
to describe the relevant concept unambiguously.

Language interacts with the affective domain when the learners become confused about
which zone of the language they are finding themselves in. Stress can aggravate feelings of
anxiousness and render a learner incapable of interpreting ambiguous language. Teachers
have to be aware of the phenomenon of "wordwalking".

Language teaching has to take place in the Mathematics classroom, but the fine line
between the visibility and invisibility of language must be managed so that the language
does not obscure the Mathematics.

The topic of mathematical language and its teaching should be included in the curriculum for
student teachers.

Bibliography 14
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Bibliography 17
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Carisma Nel

Cracking the Vocabulary Code in

Mathematics in the Foundation Phase

Abstract
To children going to school for the first time, the symbols and the vocabulary of
mathematics can resemble a foreign language with its seemingly cryptic symbols and
unknown terminology. This is a challenge to foundation phase learners’ ability to read,
write, and communicate clearly. It might be that problems of vocabulary are considered
to be fairly superficial within the whole issue of language and mathematics learning,
but it is nevertheless critical that such problems are not ignored in the hope that they
will go away. Teachers must be purposeful in constructing learning experiences that
direct learners’ attention to specific words and their meaning. The aim of this article
is to highlight the importance of including mathematics vocabulary code cracking as
part of the pedagogical content knowledge, specifically the subdomains of knowledge
of content and students, and knowledge of content and teaching, which should be
addressed within foundation phase teacher preparation programmes.
Keywords: mathematics, vocabulary, strategies, techniques, pedagogical content knowledge

Carisma Nel, North-West University. E-mail: Carisma.Nel@nwu.ac.za

South African Journal of Childhood Education | 2012 2(2): 15-34 | ISSN: 2223-7674 | © UJ
SAJCE– December 2012

Introduction
When we think of spies and secret agents, we might think of lots of things; nifty
gadgets, foreign travel, dangerous missiles, fast cars and martinis being shaken, but
not stirred. We probably wouldn’t think of mathematics or language. But we should.
Cracking codes and unravelling the true meaning of secret messages involves loads of
mathematics and language.
A number of assessment studies in recent years have shown that the educational
achievement of learners in South African schools is unacceptably poor. The Department
of Education’s (since 2010, the Department of Basic Education) systemic evaluations,
conducted in grade 3 (in 2001) show very low levels of literacy and numeracy among
learners. Scores for the grade 3 learners averaged 68% for listening comprehension,
but only 39% for reading comprehension and writing, and 30% for numeracy (RSA DoE,
2003). The second cycle of systemic evaluations conducted in 2007 revealed only a
limited change in learners’ achievement, namely 36% for literacy and 35% for numeracy.
The Annual National Assessments conducted in 2011 indicated that grade 3 learners
(across provinces in South Africa) achieved 28% for numeracy and 35% for literacy,
while grade 3 learners in the North West Province achieved 21% for numeracy and 30%
for literacy (RSA DoBE, 2010).
The statistics mentioned above seem to indicate that our learners have not yet
managed to crack the code of mathematical language. Although mathematics is
visual language of symbols and numbers it is also expressed and explained through
written and spoken words. For learners to excel in mathematics, they must recognise,
comprehend and apply the requisite vocabulary (Aiken, 1972; Monroe & Panchyshyn,
1995; Bay-Williams & Livers, 2009). Thus, vocabulary instruction is as critical in
mathematics as it is in the literacy classroom. Miller (1993, p. 312) states that “without
an understanding of the vocabulary that is used routinely in mathematics instruction,
textbooks, and word problems, learners are handicapped in their efforts to learn
mathematics.” Learners must understand math vocabulary if they are to master
content and be able to apply it in future situations (Thompson & Rubenstein, 2000).
Maths teachers should have a vocabulary toolbox filled with gadgets (i.e., strategies
and techniques) so that they can help learners crack the vocabulary code necessary to
decode the maths message.
The purpose of this article is firstly, to discuss learners’ mathematics vocabulary
difficulties, as well as the use of vocabulary strategies and techniques being part of pre-
service foundation phase teachers’ pedagogical content knowledge (Shulman, 1986);
or what Ball, Hill & Bass (2005) call knowledge of content and learners, and knowledge
of content and teaching. Secondly, this article with review learners’ mathematical
vocabulary difficulties, and lastly, provide an overview of strategies and techniques
(i.e., toolbox) that can be used by teachers in order to help their foundation phase
learners crack the mathematical vocabulary code.

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 Nel – Cracking the Vocabulary Code in Mathematics in the Foundation Phase

Pedagogical content knowledge:

A focus on mathematics vocabulary
Pre-service teacher training programmes play a significant role in the preparation of a
highly qualified teaching work force, which is necessary to support the development
of a complex 21st century society (International Reading Association, 2003). In South
Africa, the National Teacher Education Audit of 1996 concluded that the quality of
teacher education was generally poor, inefficient and not cost-effective (Hofmeyer
& Hall, 1996). According to the DoHET (2011, p. 15), the quality and the relevance of
the teacher preparation programmes offered by HEIs, vary widely. In the Integrated
Strategic Planning Framework for Teacher Education and Development in South Africa,
2011–2025, (RSA DoHET, 2011, p.3), it is stated that universities have the responsibility
for ensuring that the programmes being offered are of high quality and lead to
meaningful development for teachers. Teacher preparation programmes often cannot
meet the challenge in preparing teachers for highly complex and increasingly diverse
schools and classrooms, the challenge of keeping abreast of current developments
in research and practice, the complexity of the knowledge base, and the difficulty
of learning many of the skills required to enact the knowledge base (Snow, Burns &
Griffin, 1998; Ball & Forzani, 2009).
Central to raising learner achievement in mathematics is improving the quality
of mathematics teaching. Learners who receive high-quality instruction experience
greater and more persistent achievement gains than their peers who receive lower-
quality instruction (Rivkin, Hanushek, & Kain, 2005; Wright, Horn, & Sanders, 1997).
Rivkin et al. (2005) found that learners who were taught by a highly effective teacher
achieved a gain of 1.5 grade equivalents during a single academic year, whereas
learners enrolled in classes taught by ineffective teachers gained only 0.5 grade
equivalents in the same year. Moreover, the effects of high-quality instruction on
the academic achievement of disadvantaged learners are substantial enough to
counteract the host of familial and social conditions often found to impede learner
achievement (Rivkin et al., 2005). Put differently, teachers are critical determinants
of learner learning and educational progress and thus must be well trained to use
effective teaching practices. However, “although many studies demonstrate that
teachers’ mathematical knowledge helps support increased learner achievement, the
actual nature and extent of that knowledge – whether it is simply basic skills at the
grades they teach, or complex and professionally specific mathematical knowledge –
is largely unknown” (Ball, Hill & Bass, 2005, p. 16).
According to the National Council of Teachers of Mathematics (2000, p. 17), “[e]
ffective teaching requires knowing and understanding mathematics, learners as
learners, and pedagogical strategies.” Teachers’ mathematics knowledge is essential
to effective teaching and learner learning (Ball & Bass, 2001; Shulman, 1987). To teach
effectively, teachers must possess the knowledge and skills to; a) effectively structure
and present content to learners, (b) understand learners’ common conceptions,
misconceptions, and difficulties when learning particular content, and (c) select

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SAJCE– December 2012

specific teaching strategies and techniques that can be used to address learners’
learning needs, which derives from Shulman’s original notion of pedagogical content
knowledge (PCK) (Rowan, Schilling, Ball, & Miller, 2001; Shulman, 1987).
Pedagogical content knowledge (PCK) is that distinctive knowledge domain of
teaching that differentiates the expert teacher in a subject area from the subject
expert. While general pedagogical knowledge can be generically applied to all
teaching subjects, much of PCK is specific to individual teaching subjects. An emerging
consensus is that teachers’ knowledge of discipline-specific pedagogy is critical (cf.
Darling-Hammond, 2000). Studies have shown that novice teachers often struggle
to represent concepts in an understandable manner to their learners, because they
have little or no PCK at their disposal (Kagan, 1992; Reynolds, 1992). In the teaching
of mathematics, Ball (2000) stressed how the depth of teachers’ understanding of
mathematics PCK is a major determinant of teachers’ choice of examples, explanations,
exercises, items and reactions to children’s work. Pedagogical content knowledge
also includes an understanding of what makes the learning of specific topics easy or
difficult” (Shulman, 1986, p. 9). Ball, Thames & Phelps (2008, p. 389) state that “the
continuing appeal of the notion of pedagogical content knowledge is that it bridges
content knowledge and the practice of teaching.” However, they also state that
“the term has lacked definition and empirical foundation, limiting its usefulness.”
Based on their efforts to develop a practice-based theory of content knowledge for
teaching, Ball et al. (2008) divided Shulman’s pedagogical content knowledge into two
empirically detectable subdomains, namely knowledge of content and learners (KCS),
and knowledge of content and teaching (KCT). Knowledge of content and learners is
knowledge that combines knowing about learners and knowing about mathematics.
Teachers must anticipate what learners are likely to think and what they will find
confusing. Knowledge of content and teaching combines knowing about teaching and
knowing about mathematics. This knowledge requires teachers to use knowledge of
mathematics to develop or choose teaching actions or moves.
Mathematics is recognised as the most difficult content area as far as reading
material is considered, “with more concepts per word, per sentence, per paragraph
than any other area” (Schell, 1982, p. 544). Since vocabulary represents and provides
access to concepts, instruction in the vocabulary of mathematics cannot be incidental.
According to Monroe (1998, p. 538), “[t]eachers need assistance in knowing how to
provide meaningful vocabulary instruction in mathematics.” Given the pivotal role
of vocabulary, it is surprising that typically very little class time has been focused on
vocabulary instruction. Researchers including Durkin (1979), Scott & Nagy (1997), and
Biemiller (2005) have documented the small present of instructional time dedicated
to vocabulary teaching and the general absence of systematic, explicit vocabulary
instruction. Teachers need to be able to identify learners’ mathematical vocabulary
difficulties and address them systematically (Rubenstein & Thompson, 2002). This
knowledge required by teachers is, therefore, part of teachers pedagogical content
knowledge, and more specifically what Ball et al. (2008) have called knowledge of
content and learners (e.g., identify the difficulties learners have with mathematics

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 Nel – Cracking the Vocabulary Code in Mathematics in the Foundation Phase

vocabulary) and knowledge of content and teaching (e.g., determining which tools
can be used to address learners mathematics vocabulary difficulties).

Mathematical vocabulary difficulties

Vocabulary instruction is one of the essential elements of a learner’s academic
development (Snow, 2002). Although commonly associated with language proper,
vocabulary proficiency is a significant contributing factor in learning and mastering
mathematical concepts. Researchers have found a relationship in mathematics
between vocabulary and comprehension, identifying vocabulary understanding as a
key component in understanding mathematics (Miller, 1993). In examining the role
that vocabulary plays in mathematical understanding, Lindgren, Roberts & Sankey
(1999, p. 16) stated that, “[m]athematics is a language. Reading a mathematics text
is somewhat like reading Tolstoy’s Anna Karenina in the original Russian.” Adams
(2003,p. 787) stated that weakness in learners’ mathematics ability is often due
to difficulties in reading “the language of mathematics.” In other words, learning
the vocabulary of mathematics is like learning a new language and learners must
understand this language if they are to communicate and apply mathematics with
proficiency (Monroe, 2002).
Even though some of the language used to talk about mathematics may sound
familiar, because aspects of the language we use to talk about mathematics are
borrowed from our everyday language (e.g., table) (NCTM, 2000; Pimm, 1987),
in practice the language of mathematics can be alienating and act as a barrier. The
use of everyday language in mathematics is colloquial, common and familiar, and
includes conversational language (Chamot & O’Malley, 1994; Delpit, 1998). By
contrast, the register of mathematics (Halliday, 1978), which is unique to the subject,
is highly formalised and includes symbols, pictures, words and numbers. Since
the mathematical register is used in unique ways, it is not easily usable outside the
mathematics classroom, not even in other subject classrooms (NCTM, 2000; Dahl,
2004). Consequently, the mathematical register and thus mathematical language
more generally, can indeed sound, feel and look much like a foreign language, unless it
is made explicit to learners.
A learner’s inability to successfully minimise interference can potentially
undermine his or her ability to learn. The multiplicity of representations of words
in everyday language and within the mathematical register can create significant
linguistics interference as learners struggle to assign appropriate meanings to words in
unfamiliar contexts. As a result, developing the mathematical register can be difficult
for learners unless similarities and differences are made explicit (Kotsopoulos, 2007).
There are three main ways in which children’s failure to understand mathematical
vocabulary may manifest: children do not respond to questions in lessons, they cannot
do a task they are set and/or they do poorly in assessments/tests/exams. Their lack of
response may be due to:

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SAJCE– December 2012

Misunderstanding the spoken or written instructions. Children cannot learn the

meanings of words in isolation. The use of questions is crucial in helping them to
understand mathematical concepts and use mathematical terms correctly. It is
important to ask questions in different ways so that children who do not understand
the first time may pick up the meaning later on. Learners who have a home language
(e.g., Setswana) that differs from the medium of instruction (e.g., English) will benefit
from vocabulary instruction, and so will others who are not always familiar with the
vocabulary and grammatical structures used in school. It is easy to use certain types
of questions (e.g., recalling facts – How many days are there in a week?; applying facts
– What are the factors of 42?) more often than those that require a higher level of
thinking (e.g., hypothesising or predicting – Estimate the number of marbles in this
jar?; designing and comparing procedures – How might we count this pile of sticks?;
interpreting results – What does the graph tell us about the most common shoe size?;
applying reasoning – Why is the sum of two odd numbers always even?). If teachers
can use the full range of question types they will find that children begin to give more
complex answers in which they explain their thinking (UK Department for Education
and Employment, 2000, p. 4).
According to Abedi (2009:173):
There is a difference between language that is an essential part of the content
of the question and language that makes the question incomprehensible to
many learners [...] While it is important to understand and value the richness
of language in an assessment system; it is also important to make sure that
[...] learners [...] not be penalized for their lack of English proficiency in areas
where the target of assessment is not language. Though we understand the
views of some language modification critics in not “dumbing down” assessment
questions by simplifying the language, we also recognize the distinction
between necessary and unnecessary linguistic complexity.

In English there are many basic words, such as pronouns, prepositions, and
conjunctions that make a big difference in learner understanding of mathematics
problems. For example, the words of and off cause a lot of confusion in solving
percentage problems, as the percent of something is quite distinct from the percent
off something. The word a can mean “any” in mathematics. For example, when asking
learners to “show that a number divisible by 6 is even,” teachers aren’t asking for a
specific example, but for the learners to show that all numbers divisible by 6 have to
be even. When we take the area “of” a triangle, we mean what the learners think of as
“inside” the triangle. Similarly, learners often ask: why doesn’t 6 divided into 12 mean
the same thing as 6 divided by 12? 6 divided into 12 is 2 and 6 divided by 12 is 1/2 (or 0.5).
A study by Kathryn Sullivan (1982) showed that even a brief, three-week programme
centered on helping learners distinguish the mathematical usage of “small” words
can improve learners’ mathematics scores. Words studied in the programme cited
by Sullivan (1982) include the, is, a, are, can, on, who, find, one, ones, ten, tens, and,
or, number, numeral, how, many, how many, what, write, it, each, which, do, all, same,
exercises, here, there, has, and have.

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 Nel – Cracking the Vocabulary Code in Mathematics in the Foundation Phase

Mathematical text is lexically dense which means that it contains a minimum of

redundant words, that is, contextual clues (NSW Department of School Education,
1997). Learners’ attention needs to be drawn to dense phrases that contain multiple
concepts which can pose difficulties to learners, for example, reflex angle, closest to,
possible outcomes, exactly halfway, number sentence, per person, satisfies equations,
best estimate, number line, equal length, regular hexagon, percentage decrease, square
based pyramid, average daily saving, stem and leaf plot, four consecutive whole numbers,
three quarter turn clockwise, sum of dots on opposite faces.
They are confused when different words may be used to describe the same concept
in mathematics (cf. Table 1) or when terms are related, but learners confuse their distinct
meanings (e.g., hundred and hundredths, denominator and numerator, solve and
simplify, factor and multiple) (Thompson & Rubenstein, 2000).

Table 1: Words describing the same concept

Addition Subtraction Multiplication Division

Add Are not By (dimension) As much
Altogether Change Double Cut up
And Decreased by Each group Divided by
Both Difference Multiplied by Each group has
How many fewer Of Half
(or other fractions)
How much Have left Product of How many in each
In all Left over Times Parts
Increased by How many did triple Quotient of
not have
Plus How many more Separated
Sum Less than Share
something equally
Together Remain split
total subtract
Take away
Taller/shorter

They are not familiar with the mathematical vocabulary found only in mathematical
contexts. Teachers need to explain the mathematical vocabulary explicitly, for
example, quotient, decimal, denominator, quadrilateral, parallelogram, etc.
They may be confused about mathematical terms that have different meanings
in everyday English. Teachers need to recognize and make explicit the difference
between ‘mathematical’ English and ‘everyday’ English (Pierce & Fontaine, 2009; Saxe,
1988). Examples of such words are mean, volume, key, face, head, tail, range, positive,
product, prime, and rule. Panchyshyn and Monroe (1992) report that more than 50%
of the general vocabulary terms used in elementary mathematics textbooks are not
used frequently in other reading materials. As a result, learners are not exposed to the

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SAJCE– December 2012

correct meanings of these words unless the teacher specifically plans for vocabulary
instruction. For example, a teacher who asks, “What is the difference between 9 and
4?” could get a wide range of answers from “9 is odd and 3 is even” to “5” to “one has
a circle and one has a triangle.” Even within mathematics words such as scale, cube
and square have more than one meaning. In some cases, the same word functions as a
different part of speech, for instance square can be a noun, verb or adjective.
Some mathematical phrases can cause difficulties (understanding a concept is
harder when the concept is made up of the relationship between two words), for
example, all numbers greater/less than X, Mary earns 5 times as much as John,, Mary is
6 years older than John, two numbers, the sum of which is 1, etc.
They may be confused about other words which are used in everyday English and
have similar, though more precise, meanings in mathematics. Words falling into this
category include, average, reflection, even, edge, etc.
There are, then, practical reasons why children need to acquire appropriate
vocabulary so that they can participate in the activities, lessons and tests that are part
of classroom life. There is, however, an even more important reason: mathematical
language is crucial to children’s conceptual development. If children don’t have
the vocabulary to talk about division, or perimeters, or numerical difference, they
cannot make progress in understanding these areas of mathematical knowledge (UK
Department for Education and Employment, 2000).

Providing teachers with a mathematical vocabulary toolbox

A report from the Department for Education and Employment (UK DfEE, 1999, p. 2) in
the United Kingdom stressed that “a structured approach to the teaching and learning
of vocabulary is essential if children are to move on and begin using the correct
mathematical terminology as soon as possible.” In order to ensure that learners master
critical concepts and build a solid base for learning new words, teachers should focus
on helping learners crack vocabulary’s CODE: connect, organise, deep process and
exercise. Teachers should connect the words being introduced to what the learners
already know, organise new words into meaningful categories and frameworks in
order to discover relationships between terms, process the terms deelpy to internalise
their meanings and exercise the words to gain ownership (Spaniak, 2009).
It is impossible to teach every word a learner should know. Teachers should
prioritise vocabulary words by conducting a brief content analysis during unit planning
and then organising key vocabulary into three categories, namely essential or core,
important and good to know. Each category serves as a guideline for how much
emphasis and time should be spent on different words.
Teachers need a repertoire of instructional techniques to teach vocabulary.
Research indicates that vocabulary learning improves dramatically when learners are
exposed to words multiple times and are given the opportunity to work and play with
those words in a variety of ways (Marzano, 2004). In addition, different kinds of words
call for different kinds of instructional techniques. Teachers should have a vocabulary

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 Nel – Cracking the Vocabulary Code in Mathematics in the Foundation Phase

toolbox which contains a variety of vocabulary tools and strategies that can be used
to crack the CODE.

Connecting tools
During the connect phase teachers should help learners establish a connection
to what they already know or what they may observe. Word walls are an ideal tool
for creating a classroom culture that breeds that all important familiarity between
learners and the words they encounter in their classrooms or texts (cf. Figure 1). The
purpose of the mathematics word wall is to identify words and phrases that learners
need to understand and use so as to make good progress in mathematics. They need
to be familiar with mathematical vocabulary and mathematical terms to understand
written and spoken instructions.

LEFT OVER A.M

left
means the 12 hours
over from midnight to
Remaining
noon; it is called ante
one
set meridian.
12 midnight 12 noon
of 4

NUMBER LINE P.M

p.m. stands for the
Evenly spaced 1 2 3 4 5 6 7 8 9 10
12 hours between
numbers marked in noon and midnight;
order it is called post
meridian. 12 noon 12 midnight

6
12 ÷ 3 = 4 ÷ 4 24 2x4=8 3 groups of 5
X 3 x 5 = 15

(divide) (multiply)

18 divided by 2 is 9 5 times 4 is 20

Figure 1: Word Walls (Education Quality and Accountability Office, 2012).

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SAJCE– December 2012

A vocabulary notebook is a tool for helping learners use context clues to develop their
own perspective on the meaning of difficult words. Effective word-learners attack
unknown words, break them into their meaningful parts, hypothesise meanings for
the larger words and then check their meanings against the context of the text as
well as their own background knowledge (Anderson & Nagy, 1992). One vocabulary
instruction method that has not traditionally been associated with the foundation
phase is a morphological approach; an approach that taps into the fact that a
significant number of words, particularly academic words, in English are derived from
Latin and Greek. Knowledge of Latin and Greek roots increases learners’ ability to
understand English words (Rasinki, Padak, Newton & Newton, 2011). Research has
demonstrated that many roots and affixes, including those of Latin and Greek origin,
can readily be learned in the primary grades (Biemiller, 2005; Mountain, 2005). All
primary-level reading instruction includes attention to phonics or word decoding
(National Reading Panel, 2002; RSA DoE, 2008). Children learn to “look inside” of
words for familiar letters, word families, etc. Teachers can use this foundation as a
platform to help learners learn about word roots, prefixes, suffixes and base words.
When it comes to teaching vocabulary, a little knowledge of root words, prefixes and
suffixes goes a long way (cf. Tables 2 and 3).

Table 2: Root Words, Prefixes and Suffixes

Unknown word Root Prefix Suffix Guess meaning

Kilometre Meter (measure) Kilo (thousand) Thousand
measures
Percentage Cent (hundred) Per (through) -age (belongs to) Belongs to
numbers through
a hundred
Perimeter Meter(measure) Peri (around) To measure
around
Intersecting Sect (cut) Inter (between) -ing (result of an Result of cutting
activity) between

Table 3: Elementary Level Latin and Greek Roots and Affixes (Rasinki et al., 2011: 136).

Prefixes
a-, ab-, abs- away, from
ad- to, toward, add to
co-, com-, con-, col- with, together
de- own, off of
apart, in different
di-, dif-, dis-
directions, not
ex- out
in-, im-, il- in, on into (directional)
in-, im-, il- not (negative)
pre- before

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 Nel – Cracking the Vocabulary Code in Mathematics in the Foundation Phase

pro- forward, ahead

re- back, again
sub- under, below
tra-, tran-, trans- across, change
un- not (negative)

Parallel Latin and Greek Prefixes

Latin Greek
Contra-, contro-, counter anti- against
Circu-, circum- peri- around
Multi- poly many
Super-, sur- hyper over
Sub- hypo- under, below

Bases
Audi- audit- hear, listen
Cred-, credit- believe
Cur-, curs-, cours- run, go
Dict- say, tell, speak
Duc-, duct- lead
Fac-, fic-, fact-, fect- do, make
Graph-, gram- write, draw
Mis-, mit- to send
Mov-, mot-, mobil- move
Pon-, pos-, posit- put, place
Port- carry
Scrib-, script write
Terr- earth
Vis-, vis- see

Numerical bases
Uni- one
Bi- two
Tri- three

Parallel Latin and Greek bases

Latin Greek
Aqua- hydro- water
Ped- pod- foot, feet
Terr- geo- earth

Suffixes
-able, ible can, able to be done
-arium, -orium place for, container for
-er more

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SAJCE– December 2012

Suffixes
-est most
-ful full of
-ify to make
-less without
-or, -er one who does
-ose, -ous, -eous, -ious full of

The root word tree is a graphic organiser that allows learners to examine a single
vocabulary word for its different word parts. When using the graphic organiser
learners locate an unknown word, write it at the base of the tree, and break apart the
word into recognizable chunks to help them decipher its meaning (cf. Figure 2).

ROOT WORD TREE

Name:

Teacher / Period:
FIND AT LEAST FOUR WORDS USING THE ROOT
DIRECTIONS: IN THE BOX ON THE RIGHT USING YOUR KNOWLEDGE OF THE ROOT WORD MAKE A GUESS OF THE
DEFINITION. THEN IN THE BOX ON THE RIGHT, PLACE THE DICTIONARY DEFINITION.

YOUR BEST GUESS DICTIONARY DEFINITION

Figure 2: The Root Word Tree (McKnight, 2010).

Teach learners how to use the Four S’s (See It, Say It, Spell It, Show It) to connect
deeply with the new word. See the word: note its spelling and the way it looks when
written. Say the word: saying the word out loud a few times forges a connection
between your mouth and your brain. Spell the word: write the word out in your

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 Nel – Cracking the Vocabulary Code in Mathematics in the Foundation Phase

glossary, paying close attention to how it is spelled. Show the word: show your
understanding with sketches and sentences you create for these words in a glossary
or vocabulary journal. This tool is especially useful when the context doesn’t provide
any substantial information about a word’s meaning.
Engage pupils in the creation of learner-created math glossaries. Provide pupils
with pages marked with alphabet letters (cf. Figure 3). Instruct learners to place these
sheets in the backs of their notebooks and pull them out when they learn new math
vocabulary. Ask learners to add all new vocabulary terms to the glossary as they learn
them. By writing these terms and their definitions, learners reinforce their knowledge
of these terms.

Add
To bring two or more numbers (or things) together to make a new total.

Here 1 ball is added to 1 ball to make 2 balls.

Calendar
A table that shows the days, weeks, and months of a year.

November
S M Tu W Th F S
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30

Figure 3: Glossaries

Organising tools
As the number of new words learners encounter grows, the brain creates an
organisational system into which these new words can be slotted. The graphic
organiser, which is closely aligned with current theory about how the brain organises
information, can be used in helping learners assign deeper meaning to words

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SAJCE– December 2012

(Monroe & Orme, 2002). A graphic organiser represents important concepts and their
relationships visually (Moore & Readence, 1984).
Learners examine the lessons’ vocabulary and place words into groups based
on common characteristics. For each group learners create, they devise a label that
describes what all the grouped words have in common. For example, in groups
learners generate a list of terms for the word “measurement” (cf. Table 4).

Table 4: List-group-label

Learner-Generated List
weight height centimetre length
thermometer tape measure scale age
cup circumference radius meter
area distance time kilogram
width perimeter ruler temperature
Categorise
Units of Measure Things you Measure Tools for Measurement
centimetre weight ruler
meter age tape measure
kilogram height cup
circumference scale
radius thermometer
area
distance
length
width
perimeter

Deep Processing tools

Deep processing a word can mean visualising it, restating its definition in learners’ own
words, even acting it out or explaining their emotional response to it. Researchers
emphasise the importance of vocabulary, yet also point out that knowing a word
well involves the combination of several different types of knowledge. Stahl (1999)
suggested that knowing a word means not only knowing its literal definition but also
knowing its relationship to other words, its connotations in different contexts, and
its power of transformation into various other forms. Table 5 is an example of the
Frayer model and Table 6 is an example of the K-N-W-S problem solving strategy that
can be used for deep processing. Learners who can master these different aspects of
knowing a word have strong depth of vocabulary knowledge, and learners who are
familiar with many words have breadth of vocabulary knowledge.

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 Nel – Cracking the Vocabulary Code in Mathematics in the Foundation Phase

Table 5: Frayer Model of Polygon

DEFINITION CHARACTERISTICS
A mathematical shape that is a closed plane • Closed
figure bounded by 3 or more line segments • Plane figure
• More than 2 straight sides
• Two-dimensional
• Made of line segments

POLYGON
EXAMPLES NON-EXAMPLES
• Pentagon • Circle
• Hexagon • Cone
• Square • Arrow
• Triangle • Cylinder
• Rhombus

Table 6: K-N-W-S strategy

Video Pit rents movies for R3 each per night. They also offer a video club plan. The
plan costs R100 per year and allows unlimited rentals at R1 per movie per night plus
two free rentals per month. How many movies must you rent in a year to make the
video club worthwhile?
K N W S
What facts do I KNOW Which information do WHAT does the What STRATEGY/
from the information I NOT need? problem ask me to operation/tools will
in the problem? find? I use to solve the
problem?

Exercising tools
To hold onto the words they learn and what these words mean, learners need to
review their learning in a way that promotes high levels of retention. Teach learners
how to look back on their glossaries and deepen their understanding by using the
four R’s: Revisiting what they’ve recorded, Reviewing the word’s meaning, Refining
their definition of the word in light of new understanding, and Revising their way of
remembering the word by adding their original picture, creating a metaphor or simile,
adding new examples or non-examples, providing a real-world application, etc.
Writing about thinking is challenging. For this reason, it is best not to start out
having learners write about unfamiliar mathematical ideas. First get them used to
writing in a math class. Have learners write a “mathograph” – a paragraph in which
they describe their feelings about and experiences in math (e.g., What do you
remember about learning to add and to subtract? Which did you think was more fun?
Why did you like that one better?). This exercise is a good tool to get to know learners

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SAJCE– December 2012

early in the year, and to make comparisons later when looking for signs of progress.
Once learners have become accustomed to writing about their attitudes and feelings
toward mathematics in their journals, they are ready to write about simple, familiar
math concepts (e.g., Explain in your own words what subtraction means). When a new
concept is introduced and the class looks disengaged or confused ask the learners to
write an explanation of the method of calculation or a term that was used (e.g., Write
down two questions you have about the work we are doing/the lesson we are working
on).

Conclusion
Pedagogical content knowledge is assumed to develop as teachers gain more
experience in teaching, because it is directly related to the act of teaching (Borko &
Putnam, 1996). However, studies of pre-service mathematics teachers’ knowledge and
skills related to teaching have revealed that methods courses and field experiences are
likely to contribute to the development of PCK (Van Driel, de Jong, & Verloop, 2002).
In order to alleviate the difficulties that pre-service teachers face during their starting
years, teacher educators have a responsibility to ensure that pre-service teachers
acquire sufficient PCK during their preparation. When preparing pre-service teachers,
they should be provided with instructional application experiences in which they can
demonstrate their PCK. To achieve this, they need experience during work integrated
learning sessions.
Mathematics teachers don’t need to become reading specialists in order to help
learners read mathematics texts, but they do need to recognize that learners need
their help reading in mathematical contexts. Teachers should make the strategic
processes necessary for understanding mathematics vocabulary explicit to learners.
Teachers must help learners use strategies for acquiring vocabulary and reading word
problems for meaning.

References
Abedi, J. (2009). Validity of assessments for English language learning learners in a
national/international context. Estudios sobre Educación, 16, 167-183.
Adams, T. (2003). Reading mathematics: More than words can say. The Reading
Teacher, 56, 786-795.
Aiken, L.R. (1972). Language factors in learning mathematics. Review of Educational
Research, 42(3), 359-385.
Anderson, R.C., & Nagy, W.E. (1992). The vocabulary conundrum. American Educator,
16(14-18), 44-47.
Ball, D.L. (2000). Bridging practices: Intertwining content and pedagogy in teaching
and learning to teach. Journal of Teacher Education, 51, 241-247.
Ball, D. L., & Bass, H. (2001). Interviewing content and pedagogy in teaching and
learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple

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perspectives on mathematics teaching and learning (pp. 83-104). Westport, CT:

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34
THE KEYS TO UNLOCKING
VOCABULARY’S C.O.D.E. ©

Nancy Spaniak
Director of Curriculum, Instruction, and Professional Development
Homewood-Flossmoor Community High School District 233
nspaniak@hfhighschool.org
SECONDARY READING LEAGUE DAY OF READING NOVEMBER 7, 2009
 Today’s Objective
Participants will…
– Become familiar with Vocabulary’s C.O.D.E.
as a method for teaching content area
essential terms to improve student
achievement.
Why directly teach vocabulary?
• “Vocabulary knowledge is the single most
important factor in reading comprehension.”
(Santa, Haven, Valdez, 2004)

• Direct vocabulary instruction increases

student comprehension of new material as
much as twelve percentile points. (Marzano,
Pickering, Pollock, 2001)

• “The language of academic vocabulary is a

decisive factor in closing the achievement
gap.” (Silver, 2004)
 Which words should we teach?
• Just those “critical to content” (Marzano, Pickering,
Pollock, 2001)
– HF Dictionary of Academic Terms

How should we teach these

essential terms?
• With “multiple exposures through a variety
of instructional strategies” (Silver Strong & Associates,
2004)
 KNOW THE C.O.D.E.
• CONNECT the words being • DEEP PROCESS the terms to
introduced to what the internalize their meanings.
students already know. – Analogies and Metaphors
– Personal Associations – Visual representations
– Synonyms – Writing & Discussion
– Familiar Word Parts
– Context Clues • EXERCISE the words to gain
– Pictures ownership.
– Playing games and having
• ORGANIZE the new fun with the words.
vocabulary to discover
relationships between terms.
– Graphic Organizers
– Brief Writing Activities
CONNECTING

• Personal Associations
• Pictures
#1 Connecting Strategy: Word Wall
• Post words with
related pictures.
• Pictures add up to
37% better retention.
(Marzano, 2004)

• Update Word Wall as

needed but always
keep it in the same
place.
 CONNECT: VOCABULARY
KNOWLEDGE RATING
NAME ___________________________
VOCABULARY KNOWLEDGE RATING FOR Chapter 3 of Advancing Vocabulary
Directions: Using the following scale, rate your knowledge of each term you write in the blanks below.
Circle the number that matches your knowledge of each term. If you circle 3, write your definition on the
line below. If you circle 4, write your example on the line below.
• Students access
1
I am completely
unfamiliar with
this term.
2
I’ve seen this term
before but don’t know
what it means.
I think I know what
this term means
3 4
I know this term and
can give an example. background
knowledge.
ambiguous
1 2 3 4
_______________________________________________________________________________
dissident
1 2 3 4
_______________________________________________________________________________
embellish
1 2 3
_______________________________________________________________________________
4 • Teachers get insight
fritter
1 2 3 4
_______________________________________________________________________________
inadvertent
into student
1 2 3 4
_______________________________________________________________________________
inane
1 2 3 4
knowledge base.
_______________________________________________________________________________
juxtapose
1 2 3 4
_______________________________________________________________________________
lethargy
• Preview important
concepts.
1 2 3 4
_______________________________________________________________________________
sporadic
1 2 3 4
______________________________________________________________________________

subsidize
1 2 3
_______________________________________________________________________________
4

Add up all the numbers you circled and divide by the total number of terms to figure out your Vocabulary
• Use as active reading
Knowledge Rating Average. _______÷_______ = _______ The closer you are to 4, the better you know
these words. The closer you are to 1, the more opportunity you have to learn  guides.
 ambiguous
Mona Lisa’s ambiguous facial expression makes it impossible to say for sure what she
was feeling when her Leonardo DaVinci painted her portrait.
 dissident
These dissidents are being executed for speaking out against their government.
 embellish
On her birthday, Kelly was extremely happy to discover that her friends had
embellished her locker for her birthday.
 fritter
Rather than doing their homework or chores around the house,
some teens fritter away all of their time playing video games.
 inadvertent
Whoops! Although accidents are inadvertent,
most can be avoided if one is careful and alert.
 inane
Goofy’s name fits him perfectly because he’s always doing inane things.
 juxtapose
In this picture, the tree’s black branches juxtaposed
against the blue sky creates a striking contrast.
 lethargy
This student suffers from lethargy because he hasn’t been getting enough sleep, he
hasn’t been eating right and, frankly, his teacher bores him to death.
 sporadic
The weekend forecast called for showers with sporadic periods of sunshine
 subsidize
Many parents can’t afford to subsidize their children’s college educations, so the children
have to rely on scholarships and student loans.
CONNECT: CONTENT FRAME
TERM DEFINITION EXAMPLE/PICTURE/ASSOCIATION

ambiguous unclear
A person opposed to
dissident govmt. or religion

embellish

fritter

inadvertent

inane

juxtapose

lethargy

sporadic

subsidize
 CONNECT: PERSONAL
VOCABULARY COLLECTION
GUIDE STUDENTS TO • Students should learn
3,000 words during a
BECOME school year, (Marzano, 2004)
“WORD CATCHERS” • Help students take
charge of their vocabulary
• Personal Vocabulary expansion,
Bookmarks • How to discover word
meanings:
• Vocabulary Notebook – Context clues
– Ask someone
– Look up the term in a
dictionary or glossary
 CONNECT: IDENTIFYING
CONTEXT CLUES
Remember E-SAGS!
Example
Nelson Mandela, who led the fight against apartheid in South Africa, was
considered a dissident by the South African government.
Synonym
Some kids fritter away the day, wasting their time as they play video games.
Antonyms
Although the movie star pretended that being caught by the paparazzi was
inadvertent, her publicist had purposely arranged the stunt.
General Sense of the Sentence
To celebrate her birthday, Kelly’s friends embellished her locker with signs,
streamers, and balloons.
 CONNECT: CONTEXT CLUE
PICTURE CAPTION
THE TERM: ambiguous • Students make
connections to new
vocabulary in two
ways:
– Visualizing the term;
– Describing, defining,
or giving an example
of the term in the
picture caption.
THE CAPTION: The subject of
the picture was ambiguous.
Was it a woman or an Eskimo?
ORGANIZE

• Discover relationships
between terms.
– Graphic Organizers
– Brief Writing
Activities
 ORGANIZE: VOCABULARY
TRIANGLE
• Students place a different word around each
angle of the triangle organizer.
• They connect each set of words around the
triangle through a sentence that meaningfully
uses both words, or they make an association
between the pair.
• Try it with fritter, lethargy, and subsidize
TERM

TERM TERM
 ORGANIZE: COMPARE
CONTRAST FRAME
Term 1 Term 2

• Students increase
Differences Similarities Differences

their understanding
and improve long-
term retention of
major concepts by
detailing their
similarities and
differences.
• Try it with inane and
inadvertent 
DEEP PROCESSING
• Internalize Word
Meanings
– Analogies and
Metaphors
– Visual
representations
– Writing & Discussion
 DEEP PROCESSING:
SOUND ALIKES & PICTURE CLUES
• He acts so inane that he must be insane!
• He fritters away his day with constant
Twitter play.
• My hotdog’s embellished with mustard,
and relish.
 DEEP PROCESSING:
ANALOGIES
• Creating ANALOGIES
Find a word to match with the term:
a synonym, antonym, example, or attribute
Find a pair of words that mirror the match
hypodermic : needle :: gauze: bandage
hypothetical : unproven :: strange : weird
 DEEP PROCESSING:
METAPHORICAL THINKING
• Students go beyond definitions to make
associations and analyze possible connections.
• Create metaphors from the terms themselves
– How is a bureaucracy like a bureau, or chest of drawers?
– How is building comprehension like building a house?
– How is sporadic rainfall like sporadic studying?
• Create metaphors by finding similar attributes.
– How is homeostasis in the body like a thermostat in a house?
– How is a cell like a city?
– How is a dissident like a strong wind?
DEEP PROCESSING: VOCABULARY
SUMMARY WRITING
A good summary is “CRO-MID.”
Condensed: A shorter version of the original
text
Restated: Students use their own words.
Organized: Reflects the original text
sequence
Main Idea(s) & Important Details are
included.
DEEP PROCESSING: VOCABULARY
SUMMARY WRITING
Embedding new terms in brief descriptions and
explanations helps students internalize word
meanings and process content more deeply.
• Give students a list of terms.
• Students use the content’s key term in their
topic sentence, stating the main idea of the
summary.
• Students sort the remaining terms in an order
that follows the text structure.
• Students choose appropriate transition words
and begin writing their summaries.
 DEEP PROCESSING:
DEFINING CHARACTERISTICS
THE TERM: dissident
1. What is it?
2. What is it used for?
3. Why is it valued?
4. What kind is it?
5. Where does it come from?
6. What does it look like?
7. What does it sound like?
8. What does it feel like?
9. What does it smell like?
Use your answers to write a summary description of the term.

Try it with dissident

 DEEP PROCESSING:
VOCABULARY R.A.F.T.
R = ROLE
A = AUDIENCE
F = FORMAT
T = TOPIC
 DEEP PROCESSING: CINQUAIN
LINE 1: One noun that relates to the word
LINE 2: Two adjectives that describe the word
LINE 3: Three action verbs that relate to the word
LINE 4: A four-word sentence or phrase that
describes or exemplifies the word
LINE 5: A term that sums up the word, or conveys
an important aspect of the word

Create your own with one of our Chapter 3 words

 DEEP PROCESSING:
VOCABULARY MIND STREAMING
• Students pair up. Words and pictures are
projected on the LCD or overhead.
• Student A defines the word and uses it in
a sentence.
• Student B listens and encourages Student
A.
• After 30 seconds to a 1 minute, a new
word is projected, and the students switch
roles.
 ambiguous
Define and use in a sentence
 inane
Define and use in a sentence
EXERCISING
• Gain ownership of the
words.
– Have fun with them.
– Play games.
 EXERCISING: WORD GAMES
• CROSSWORD PUZZLES
• WORD JUMBLES
• BOGGLE
• VOCABULARY ACT OUT
• VOCABULARY CHAIN GAME
• MYSTERY WORD GAME
• CONCENTRATION
• JEOPARDY
• BINGO
• MAGIC SQUARE
• AROUND THE ROOM VOCABULARY REVIEW
• FOUR SQUARE VOCABULARY REVIEW
Did We Meet Today’s Objectives?

• Do you know what C.O.D.E.

stands for?
• Do you know some ways to help
your students unlock the
C.O.D.E.?
IN

Mariana Naude Reda Davin

EDITORS

n Schaik
PUBLISHERS
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 Assessment of
Mathematics in the
Foundation Phase
Mariana Naude

Although learners can, very rarely.and with great

difficulty, escape from the effects of p.oor teaching, they
just cannot escape the effects of poor assessment.
Adapted from Boud ( 1995)

Purpose of the chapter

As South African learners come from various contexts, not all learners will be at
the same level of competence and understanding of Mathematics at the same time.
It is the task of the teacher to know each learner's abilities in Mathematics as well
as how to build on each learner's prior knowledge in order to support learners
in achieving the desired outcomes of the Mathematics programme. Not only is it
the purpose of this chapter to inform the reader on the assessment of Foundation
Phase learners' competence levels in Mathematics, but the chapter also serves
as a mirror to teachers for reflecting on their own assessment practices and the
ways in which they can improve the teaching and learning of Mathematics in their
classrooms.

'
outcomes
..................................
At the end of this chapter; the student should be able to:
@ identify the basic principles of Mathematics assessment applicable to the
Foundation Phase
@ apply the levels of Mathematics to the assessment of Foundation Phase 85
Mathematics I�
0�

@ reflect and improve on own classroom assessment practices

©-.2

��
@
 CHAPTER 5 ASSESSMENT OF MATHEMATICS INTHE FOUNDATION PHASE

The Mathe
Key concepts Curriculum aj
• Algebra in the Foundation Phase • Math anxiety knowledge ar
which need t<
• Conceptual knowledge • Physical or concrete knowledge
" Numbers,<
• Levels of thinking in mathematics • Social knowledge
" Patterns
" Space and
5.1 Introduction
" Measurem1
It is long-standing knowledge by now that South African learners perform at a " Data hand]
poor level compared to their counterparts in the rest of the world when it comes
to Mathematics. The reasons for this are manifold. Based on the report of the Before the aE
Trends in International Mathematics and Science Study (TIMSS) 2011, the fact cussed, it is i
that the language of learners spoken at home differs from the language spoken experiences <
in the class (the Language of Learning and Teaching or LoLT) can be seen as one reasons why
of the greatest barriers to the learning and teaching of Mathematics,especially in understand u
the early years of schooling. In classrooms where 11 different languages might answer to thi
be spoken which all may differ from the Language of Learning and Teaching in example, the
the classroom, it is easy to see why language is considered a major obstacle for sheet activiti1
teachers and learners to overcome in the Mathematics programme. physical dem
The second major influence on Foundation Phase learners' experience and
assess the pr
competencies in mathematics is their cultural background. Each culture has
they count wi
a unique way of making sense of their world through mathematics, and such
support? ThE
knowledge is handed down to the children of each culture from generation to
generation. It is no small wonder that mathematics, with its specific vocabulary, struggle with.
can be a challenge in the Foundation Phase. Phase mathe1
Furthermore, critical problems such as the scarcity of teaching and learning be able to kn
resources suitable for the individual needs of learners, large class sizes which to assess, the
hamper learning through effective group work,and ineffective assessment meth­ as a variety <
ods applied by teachers often lie at the heart of the failure to attain a reasonable learning that
quality of Mathematics education for all South African Foundation Phase learners This chap1
in the 21st century. forms the cc
How then,should quality assessment of Mathematics in the Foundation Phase and the tea
be done? Quality Mathematics education for all Foundation Phase learners can
the knowled:
only be ensured on the condition that teachers fully understand the dynamics
of language and culture in teaching Mathematics where learners remain at the mathematic1:
centre of the teaching process. is expected 1
Assessment is central to all learning that takes place in the classroom and is following iss
interwoven with the teaching and learning that takes place in any Mathematics " Why it is n
programme. Sound teaching and learning practices cannot exist without assess­ ., Whatneed
ment and vice versa. It is therefore not possible to discuss the assessment of
" How effect
Mathematics without referring to the total mathematical learning and teaching
86 classroom
experience for both learners and teachers.
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

The Mathematics programme in the South African school system (called the
Curriculum and Assessment Policy Statement or CAPS) refers to five Mathematics
knowledge areas that learners need to experience during each day or week and
knowledge which need to be assessed regularly, namely:
" Numbers, operations and relationships
" Patterns
.. Space and shape
., Measurement
ers perform at a ., Data handling
d when it comes
he report of the Before the assessment of any of these mathematical content areas can be dis­
3) 2011, the fact cussed, it is important that teachers understand why the mathematical learning
anguage spoken experiences of Foundation Phase learners need to be assessed. Apart from the
1. be seen as one reasons why assessment of Mathematics is so important, teachers also need to
ics, especially in understand what needs to be assessed with regard to Mathematics. Although the
anguages might answer to this seems quite obvious at first glance, this is not the case. Take, for
and Teaching in example, the adding and subtracting of numbers. Do teachers assess the work­
ajor obstacle for
sheet activities of learners or do they assess learners' verbal explanations or
ne
physical demonstration (with beads etc.)? Do they assess the answer or do they
experience and
ach culture has assess the process of thinking? When do we know learners can count - when
1atics, and such they count with the help of their fingers or when they count verbally without any
m generation to support? These are the questions that beginning teachers or student teachers
cific vocabulary, struggle with, and to be honest, some experienced teachers as well. If Foundation
Phase mathematics teachers don't know what they need to assess, they will never
ng and learning be able to know how to assess it effectively. Once teachers know why and what
ass sizes which to assess, they can choose from different assessment forms and methods as well
:sessment meth­ as a variety of assessment techniques and tools to assist them in assessing the
dn a reasonable learning that takes place.
1 Phase learners This chapter will therefore first deal with an extremely important issue that
forms the cornerstone of successful teaching and learning of Mathematics
,undation Phase
and the teacher's effective assessment practices in Mathematics, namely
.se learners can
d the dynamics the knowledge teachers must possess that will lead to learners' discovery of
s remain at the mathematical concepts. Flowing from an understanding of what knowledge
is expected of Mathematics teachers, the chapter will further deal with the
assroom and is following issues:
1y Mathematics ., Why it is necessary to assess learners' mathematical experiences
without assess­
., What needs to be assessed when learners engage in mathematical activities
' assessment of
" How effective assessment of Mathematics takes place in the Foundation Phase
,g and teaching
classroom 87

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 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

focus on creatiI
5.2 What teachers need to know about tude towards rr
Mathematics, their learners and assessment overstressed th
be motivated a
When teachers plan for assessment, they need to possess specific knowledge, as

..
the assessmen1
depicted in Figure 5.1 below. cess by avoidin
attitude towarc
I endeavours. Pc
I . The context
of the learner tions to real-lif1
7. How to report can contribute
- -· ► 6. How to record the results
1
the results 2012). Based o
port learners:
2. What needs ·• -
1
.. in becoming
\,-), 5. How to give
to be assessed
.. in using as r
1 feedback .. to be able to
.. to be flexiblE
problems
··· ·• - 4. What to use to 3. How to conduct ◄ - - - "' .. - 1
..
.....
conduct assessment the assessment to persevere
" to have a po
" to appreciate
" in reflecting
Figure 5.1 What teachers need to know when planning assessment " to utilise dif
semiabstrac
In the paragraphs to follow, the above concepts as they are applied to the assess­
ment of Mathematics will be explored in more detail. Understanding
when we discu
important con,
5.2.1 Understand the context of the learner needs to be asi
As explained in section 5.1, each culture has different ways to use mathematics
to make sense of the environment. As learners receive this knowledge from their 5.2.2 Whc
parents and the immediate community they live in, it can be expected that when in m
methods used by the teacher to teach and assess Mathematics differ from what
is familiar to the learner. This can create confusion in the learner's mind, which Beginning teac
may lead to math anxiety. For example, many teachers think that the teaching and ematical knoV'I
learning of Mathematics are about giving right or wrong answers and they convey need to assess
this message directly or indirectly to their learners. Getting it "wrong" all the time will never be a
will definitely result in learners feeling threatened and insecure. Feeling threat­ our attention ti
ened and insecure in Mathematics will result in low confidence to use Mathematics we focus on he
creatively, which will only contribute to math anxiety in young learners. Math
anxiety is defined as "a feeling of stress and anxiety that interferes with the manip­ 5.2.2.1 Phy
ulation of numbers and the solving of mathematical problems in ordinary life and Learners cons1
academic situations" (Mammarella, Hill, Devine, Caviola & Szucs 2015: 879). Based on the c
00 Learners suffering from math anxiety develop a severe avoidance of activities of objects in tl
��
.c�
involving any kind of mathematics, which later on in life results in these learners it means wher
�i choosing careers that do not involve the application of mathematics, even if they their body to n
is meant when
> <l.
@ are mentally perfectly able to do well in Mathematics. It is important that teachers
i
f
i
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE
5
t focus on creating a stress-free classroom environment that supports a positive atti­
tude towards mathematics in order to avoid the pitfall of math anxiety. It cannot be
;essment overstressed that learners need to experience success in mathematics to be able to
be motivated and come to love mathematics. One of the important focus points of
c knowledge, as the assessment of Mathematics should therefore be to help learners achieve suc­
cess by avoiding or overcoming math anxiety. This can be done through a positive
attitude towards the teaching, learning and assessment of learners' mathematical
endeavours. Positive assessment practices where teachers assess learners' solu­
mtext
learner \ tions to real-life problems through hands-on, concrete mathematical experiences,
can contribute much to curb the early onset of math anxiety (Aarnos & Perrkili:i
2012). Based on Akinsola's exposition (2008: 83), we assess Mathematics to sup­
-1
port learners:
1at needs
be assessed '" in becoming confident in using math to solve problems
'" in using as many applicable strategies as possible to solve problems
'" to be able to communicate ideas and solutions to real-life problems
'" to be flexible in using a variety of methods and strategies to solve mathematical
problems
'" to persevere in mathematical activities
'" to have a positive attitude towards mathematics
" to appreciate the value of mathematics as a cultural tool to solve problems creatively
" in reflecting on own thinking, reason and performance in mathematics
1ent ., to utilise different levels of thinking in mathematics (concrete, semiconcrete,
semiabstract and abstract levels)
ed to the assess-
Understanding the context of the learners will be discussed in some more detail
when we discuss baseline assessment in section 5.3.5. This brings us to a second
important concept in the planning of assessment, namely the question of what
needs to be assessed in mathematics.
se mathematics
ledge from their S.2.2 What needs to be assessed when learners engage
scted that when in mathematical activities?
liffer from what
r's mind, which Beginning teachers often wonder at what level they have to assess learners' math­
he teaching and ematical knowledge and skills, or what type of knowledge in mathematics they
1nd they convey need to assess. This is a very important issue, as we already know that learners
mg" all the time will never be all at the same level of thinking in mathematics. We will briefly turn
Feeling threat- our attention to types of mathematical knowledge that learners may display before
1se Mathematics we focus on how each of these types of knowledge can be assessed.
learners. Math
with the manip­ I
rdinary life and Learners construct knowledge internally when interacting with objects in the world.
:015: 879). Based on the concrete experiences that learners have when discovering properties
nee of activities of objects in their surroundings, learners will, for example, come to realise what 89

1 these learners it means when we say "the crayon is red" or "a ball is round". Learners also use �ti�
ics, even if they their body to make sense of mathematics, for example when they experience what ��
>
nt that teachers is meant when we say the number "2". They will realise what is meant by "2" when
Q_

©
 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

they clap two times with their hands, when they jump two times etc. The way each ., It will help tl
learner deploys physical knowledge or concrete experiences to make sense of the experiences. l
mathematical world is imbedded in the learner's culture, for example the many dif­ beads, it migl
ferent ways that cultures around the world use their fingers to represent a certain (points 2 timE
quantity or when they count. It is therefore important that teachers take learners'
cultural background into consideration when planning for teaching, learning and 5.2.2.2 Soda
assessment because each culture has different approaches and responses to math­ As important as
ematical experiences. Physical knowledge also implies that learners are able to use the only type of
concrete materials to help them "think mathematically". Depending on learners' important part c
cultural background and the home environment, their use of concrete materials they interact wit
and the strategies they use to think about mathematics will differ. For example, the mathematic
learners from African cultures are well aware of the marubaraba mathematical well as the mat!
game that supports experiences of adding and subtracting numbers. When teach­ the environmen
ers plan assessment activities, the cultural knowledge of learners should always orally or in writ
be the starting point. When learnm
activities), the p
The importance of physical (concrete) knowledge in mathematics cannot be
might, for exam
overestimated. Very often learners struggle to do sums on a worksheet due to
concrete appara
some difficulty they experience in making sense of mathematics at the physical
ception, but per
(concrete) level. What many teachers then do is to give learners more worksheets express his or b
with the same type of mathematical sums. This does not make sense, since the real to do. Workshe
cause of the problem does not lie at the abstract level of thinking (the worksheet) Foundation Pha
but the problem might perhaps be that the learner did not have enough hands-on that learners co
experience with the specific concept and needs to look at the concept again from of learners' ma1
a concrete level. only in teachin!
Learners should of course ultimately be able to exhibit procedural fluency in learners' mathe
Mathematics, which means that they should be able to solve mathematical prob­ there might be !
lems and represent their thoughts abstractly, perhaps by way of a worksheet activ­ It is importar
ity. But sums on a worksheet are not all there is to assess in Mathematics, nor does mathematical p
it really tell one all that a learner knows or is capable of doing in Mathematics. " It will help th
Teachers should therefore specifically plan for the assessment of physical knowl­ i.e the learne
edge, as this is Foundation Phase learners' first base of mathematical thinking. Language of •
It is important that teachers assess the physical knowledge or skills in learners ., According to
for the following reasons: adapt their lE
., It will demonstrate to the teacher what mathematical concepts (i.e repeated ., It will demor
pattern) or perhaps what procedures of mathematics (i.e adding or subtracting curriculum (i
with objects) the learner can or cannot do. she will perh,
country does
., It will help the teacher to decide what kind of concrete materials are suitable for then adapt hi
learners to discover a certain concept in mathematics (i.e some learners prefer
" It will demon
to count with a counting frame rather than with objects that can be displaced).
from teacher
., It would enable teachers to decide how to adapt their teaching approach so when engagE
90 that learners can optimally discover mathematics through their senses, body or does not spe,
through the use of objects (concrete materials). For example, if learners struggle ., It will demon
1j
�" to make sense of a certain mathematical concept, they will need to revert back conveyed fro
to physical knowledge to try again.
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numbers/sy1
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE ! 5/
le. The way each '" It will help the teacher to note any mathematical difficulties that the learner
ake sense of the experiences. For example, if the learner has 10 beads but repeatedly counts 12
Jle the many dif­ beads, it might be that the learner struggles to count in a one-to-one relation
>resent a certain (points 2 times to the same bead while counting).
rs take learners'
1g, learning and Social knowledge in mathematics
:ponses to math­ As important as physical (concrete) experiences in mathematics may be, it is not
·s are able to use the only type of knowledge that learners use to make sense of mathematics. An
ing on learners' important part of mathematics discovery is the knowledge that learners gain while
1crete materials they interact with others or with the social environment. Social knowledge conveys
ff. For example, the mathematical conventions of society (i.e how we write and use symbols) as
1a mathematical well as the mathematical vocabulary that supports all people in making sense of
:rs. When teach­ the environment and communicating ideas. This type of knowledge is conveyed
s should always orally or in writing and will be assessed by the teacher in these specific ways.
When learners struggle to be fluent in Mathematics (i.e when doing worksheet
atics cannot be activities), the problem might perhaps not lie immediately at the abstract level. It
orksheet due to might, for example, be that the learner can solve mathematical problems using
concrete apparatus or by displaying physical knowledge using the body and per­
at the physical
ception, but perhaps does not possess the necessary mathematical vocabulary to
1ore worksheets
express his or her views or to make sense of what he or she has been prompted
,e, since the real to do. Worksheets or tests should therefore not be the only means to assess
(the worksheet) Foundation Phase learners' mathematical proficiency, nor can it be the only way
1ough hands-on that learners convey their mathematical ideas. Social knowledge is a crucial part
cept again from of learners' mathematical experience and should therefore assist the teacher not
only in teaching effectively, but also in supporting successful assessment of the
dural fluency in learners' mathematical experiences. It will also serve to indicate to teachers where
hematical prob­ there might be gaps in their lesson presentations.
Norksheet activ- It is important for teachers to assess learners' social knowledge when solving
11atics, nor does mathematical problems for the following reasons:
ln Mathematics. '" It will help the teacher to establish the barriers that the class or group displays,
physical knowl­ i.e the learners in the class grapple to express themselves verbally due to the
:ical thinking. Language of Learning and Teaching that differs from their home language.
:kills in learners '" According to barriers that the group displays, teachers will be able to plan or
adapt their lessons.
its (i.e repeated " It will demonstrate discrepancies between the context of the learner and the
g or subtracting curriculum (i.e when a teacher engages in discussion with learners on money,
she will perhaps notice that a learner in her class who immigrated from another
country does not understand the South African money system). The teacher can
: are suitable for
then adapt her lesson to include the context of the learner.
learners prefer
" It will demonstrate that important mathematical vocabulary has been conveyed
n be displaced).
from teacher to learner and from learner to learner. Some learners learn better
ng approach so when engaged in peer teaching. This may especially be true where the teacher
senses, body or does not speak the home language of learners. 91

=iamers struggle
d to revert back
., It will demonstrate that important social conventions of mathematics have been
conveyed from the teacher to learners i.e how a specific culture or society uses
Jj
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>0.
numbers/symbols to express mathematical ideas. @
 CHAPTER 5 ASSESSMENT OF MATHEMATICS INTHE FOUNDATION PHASE

• It will support learners to gain group work skills (i.e when learners engage in teachers plan fc
cooperative problem-solving activities). conducting ass1
• It will help the teacher to plan suitable media, i.e books or internet assignments teaching and le
that will support learners in the discovery of mathematical concepts.
5.3.1 Plad
5.2.2.J Conceptual knowledge of mathematics
learr
Conceptual knowledge is the kind of knowledge that learners display when they
As mentioned ii
are able to explain verbally what they know and how they know the things they do.
learners need t
This happens when learners integrate physical knowledge and social knowledge;
the learners at
for example, when asked what they know about the number 10, learners will be
able to show that 5 fingers and another 5 fingers give you 10 fingers. They will implies that lec:
then be able to recognise (and perhaps write) the number or the word 10. They will they can deterr
They will also
also be able to tell you or demonstrate procedural fluency, for example 8 + 2 = 10,
but also that 10 - 8 = 2. They may be able to tell you that counting in tens can help learner who is c:
you to count faster and they will count correctly in tens. Conceptual knowledge is but the learner ·
what we ultimately aim for when teaching Mathematics but this type of knowledge strengths and VI
depends on the successful integration of physical and social knowledge. This is Learner-centi
then the main reason why teachers need to assess all three kinds of mathematical need to teach le
learners with n
knowledge, as each type of knowledge influences the other and they are thus inter­
have to focus c
dependent on one another.
enable learners
Some of the reasons why teachers need to assess the conceptual knowledge of
way learners w
learners in Mathematics might perhaps be the following:
independently.
• It demonstrates the learner's level of conceptual attainment (i.e. can the learner Below is a s
verbally/ abstractly explain his or her thinking in mathematics?). to success in l\l
• It will give the teacher an indication of the progress made by the learner. assessment tha·
" It will show where the learner is making errors in his or her reasoning (perhaps " Encourage le
at the concrete level of understanding). of drawings ,
• It will point out to the teacher where there are still some shortcomings in his or " Give learner
her lesson presentation, i.e the teacher needs to supply different kinds of con­ thinking to tr
crete material to suit the individual learning styles of the learners in the class. " Encourage cl
" It will help the teacher to timeously pick up barriers to learning that may be '" Present learrn
present in a learner, either at the physical (concrete) level or the social level.
" Encourage lE
In the next part of the chapter we turn our focus to the practical implication of assess­ verbally as VII
ment that needs to take place in the Foundation Phase Mathematics programme. " Involve child
their mathen
S®J How Mathematics assessment is " Provide effec
cussed in sec
conducted in practice " Support lean
As mentioned in the foregoing sections 5.1 and 5. 2, quality Mathematics education " Understand ·
92
entails specific knowledge that the teacher needs to have about the context of tion to perfo
the learners and the types of knowledge that learners display when they engage approach ace
in mathematics activities. All of this teacher knowledge comes together when " Involve pare1
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE i 5
·ners engage in teachers plan for assessment in their classrooms. The most important focus when
conducting assessment should be to place the learner at the centre of the whole
tet assignments teaching and learning endeavour.
epts.
S.3.1 Placing the learner at the centre of teaching
learning in the Mathematics dassroom
play when they
As mentioned in section 5.1, the CAPS document prescribes five content areas that
1 things they do.
learners need to explore through the course of each year. The CAPS policy puts
cial knowledge;
the learners at the centre of the teaching, learning and assessment process. This
.earners will be
implies that learners will be equipped to assess their own performance so that
tgers. They will
they can determine where they stand in terms of the achievement of outcomes.
rd 10. They will
They will also develop skills to assess their peers. This does not only help the
:iple 8 + 2 = 10,
learner who is assessed to get an "outsider" perspective on his or her performance,
ln tens can help
but the learner who performs the assessment is also made aware of his or her own
al knowledge is
strengths and weaknesses.
>e of knowledge
Learner-centred assessment has implications for the teacher as well. Teachers
wledge. This is
need to teach learners the skills of self- and peer assessment and will have to guide
>f mathematical
learners with regard to the proper ways to give feedback to peers. Teachers also
y are thus inter-
have to focus on giving timeous and constructive feedback to learners that will
enable learners to plan future improvement on their knowledge and skills. This
11 knowledge of
way learners will become self-directed learners who are able to work and learn
independently.
can the learner Below is a summary of positive assessment principles that would contribute
). to success in Mathematics and which will be used in the practical examples of
e learner. assessment that follow in the next part of the chapter:
;oning (perhaps " Encourage learners to demonstrate their ideas with concrete objects or the use
of drawings and sketches.
>mings in his or " Give learners the opportunity to explain their mathematical reasoning and
1t kinds of con­ thinking to their peers and teacher.
rs in the class. " Encourage children to record in writing the "story" of what their sketches show.
ng that may be " Present learners with real-life problems that are embedded in a meaningful context.
: social level.
" Encourage learners to present their mathematical thinking or understanding
:ation of assess­ verbally as well as graphically with symbols of their own.
: programme. " Involve children in a variety of dialogues that encourage them to reflect on
their mathematical thinking.
" Provide effective feedback to learners (revise the importance of feedback dis­
cussed in section 5.4).
" Support learners with self-assessment of their mathematical endeavours.
tatics education " Understand the influence of assessment on learners' self-esteem and motiva­
the context of tion to perform well in Mathematics and adapt the teaching and assessment 93

en they engage approach accordingly (OECD/CERI International Conference 2008: 8).

)j
together when " Involve parents in the assessment of learners' mathematical proficiency. ffi'§
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 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

Furthermore, according to the Department of Basic Education (n.d.), assessment � Table 5.1 E
should be based on a number of principles. Assessment should:
" be authentic, continuous, multidimensional, varied and balanced
" take into account the diverse needs of learners and the context, and therefore Numbers,
use various assessment strategies operations and
" be an integral part of the teaching and learning process, and should help teach­ relationships
ers to evaluate the teaching and learning continued
" be accurate, objective, valid, fair, manageable and time efficient
" be based on information from several contexts, take many forms and include a
range of competencies and uses.
Patterns, functi<
" be bias-free and sensitive to gender, race, cultural background, and abilities
and algebra
" be criterion-referenced as far as possible
" be transparent so that learners and teachers have a clear understanding of
what the expectations are for any assessment task
Before continuing to discuss the practical implications of the principles and char­
acteristics of effective assessment of learners' mathematical knowledge, skills and
attitudes that have been discussed in the foregoing paragraphs, it is important to
Geometry
first understand what is meant by an assessment task in Mathematics, since the
assessment of Mathematics in the Foundation Phase centres around an assess­
ment task.

The outcome
5.3.2 An assessment task in Mathematics the learners (fo
The Mathematics curriculum prescribed for each grade (for example, public their knowledg1
schools in South Africa follow the CAPS curriculum) suggests the outcomes that taken place.
learners need to achieve at the end of a certain period of time (for example, at the The remainc
end of a term). These outcomes (content areas with topics and assessment criteria be done with E
in the case of the CAPS policy document) are divided into several assessment tasks best suit the o
which indicate the knowledge, skills and attitudes that learners need to demon­ cuss each possi
strate during the task. An example is given in Table 5 .1. considerable a1
chapter. Howev
Table 5.1 Example of an assessment task in Mathematics basic knowledg
Phase which ca
Content area Criteria
We will contim
Numbers, Number • Counts up to 250 pictures (group into S's, IO's applicable to tr
operations and concept and 25's) of the differenc
relationships • Counts forwards and backwards between 0 and Foundation Ph,
250 in multiples of 5, IO and 25 forms of assess
• Orders and compares numbers up to 250 mathematical i::
to 100
Solves Solves word problems in context involving 5.J.J
problems addition and subtraction up to 250 using the
94 Informal asses.
following strategies:
written activitiE
• Numberlines teacher observ1
with, and how •
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

d.), assessment � Table 5.1 Example of an assessment task in Mathematics continued

d Content area i Topic

-. .
\..f .........=.

,, and therefore Numbers, Calculations Add and subtract numbers up to 250 using:
operations and • Concrete apparatus (concrete level of
>uld help teach- relationships understanding)
continued
• Drawings (semiconcrete level of understanding)
• Tallies (semiabstract level)
s and include a • Writes a number sentence (abstract level)
Patterns, functions Number • Completes number sequences of:
and abilities
and algebra patterns o S's between 0 and 250

o I O's between 0 and 250

tderstanding of
o 25's between 0 and 250

Geometric • Copies, extends and creates own geometric

:iples and char­
patterns patterns in which 5 different shapes (elements
edge, skills and
of the pattern) repeat as a core
is important to
latics, since the Geometry 20 shapes • Recognises and names circle, square, triangle,
oval and rectangle
und an assess-
• Draws circle, square, triangle, oval and rectangle

The outcomes (criteria) for such a task can take a few weeks to be achieved by
the learners (for example 3 weeks per task) and learners should be assessed on
xample, public their knowledge, skills or values in Mathematics after learning and teaching have
outcomes that taken place.
example, at the The remainder of the chapter will discuss the types of assessment that can
1ssment criteria be done with each assessment task as well as the methods of assessment that
;sessment tasks best suit the outcomes (criteria) of the content areas. It is not possible to dis­
ieed to demon- cuss each possible form of assessment applicable to each content area due to the
considerable amount of information that would have to be conveyed in such a
chapter. However, the discussion to follow will supply the reader with fairly good
basic knowledge with regard to the assessment of Mathematics in the Foundation
Phase which can be adapted to suit the teacher's and learners' assessment needs.
We will continue our discussion by first reviewing what types of assessment are
p into S's, I O's applicable to the learning and teaching of Mathematics, followed by a discussion
of the difference between formal and informal assessment of Mathematics in the
between 0 and Foundation Phase. The chapter will close with an exposition of the most popular
forms of assessment that can be used or adapted by teachers to assess learners'
JP to 250 mathematical performance.
100
involving 5.3.l Formal and informal assessment of Mathematics
0 using the Informal assessment takes place when teachers observe the oral, practical and 95

written activities that the learner does independently, in a pair or in a group. The 1�
0�

teacher observes how the learners perform their tasks, what they are struggling
(I:)�

a -g
> 0.

with, and how learners work independently or together in a group. Informal daily @

#
 CHAPTER S ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

assessment tasks are not formally recorded unless the teacher wishes to do so � Table 5.2 T)
(Department of Education n.d.). Fe
Formal assessment provides teachers with a systematic way of assessing and
evaluating the learner's progress. Formal assessment tasks, like those shown in Type of asses
Table 5.1 above, need to be carefully planned, recorded and reported. Furthermore, Diagnostic asses
teachers should choose appropriate and relevant forms of assessment which suit
the different learning styles and ability levels of all learners. The form(s) of assess­
ment should also be grade- and age-appropriate.

5.3.4 Types, forms, methods and tools suitable for the

assessment of Mathematics
As discussed in the first chapters of this book, assessment must be seen as a con­
tinuous planned process of identifying, gathering, and interpreting information Summative asse:
about the learner's performance, using various forms of assessment (Department
of Basic Education 2011). As discussed, the teacher plans the assessment of
Mathematics by using some or other "kind or type" of assessment. For example, if
the teacher wants to see what learners know about a certain Mathematics topic - let
us say repeating patterns - she will use a baseline assessment (see section 5.4 for
a discussion on baseline assessment in Mathematics). At other times the teacher
might perhaps choose to do a diagnostic assessment on a certain strength or Source: Adapted from D,

weakness that a learner might experience in Mathematics.

After teacher
Table 5.2 gives a summary of the types of assessment that should be used by
come or focus o
teachers to assess learners' performance in Mathematics.
or other metho
Table 5.2 Types of assessment suitable for the assessment of Mathematics in are appropriatE
the Foundation Phase
Table 5.J Fon
Type of assessment Description and uses in ti
Baseline assessment Baseline assessment is mainly used at the beginning of Observations
a phase, grade or learning experience to establish what
learners' pre-existing mathematics knowledge is (physical,
social and conceptual knowledge) as well as what they value
in mathematics (cultural knowledge).
Formative assessment Formative assessment is developmental in nature. It is Written/ recor
! used by teachers to provide feedback to the learner and activities
! track whether the learner has progressed or not It assists
i in day-to-day teaching and learning, and may suggest Performance-b:
i ways in which Mathematics activities can be changed to activities
suit diverse learners' needs. Formative assessment is also
known as "assessment for learning". Importantly, this type of
assessment involves both teacher and learner in a process of
sustained reflection and self-assessment.
96
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE
5
wishes to do so l:l::, Table 5.2 Types of assessment suitable for the assessment of Mathematics in the
Foundation Phase continued
if assessing and
those shown in assessment uescrlption and uses
id. Furthermore, Diagnostic assessment Diagnostic assessment is a specific type of formative
ment which suit assessment It may lead to some form of intervention,
Jrm(s) of assess- remedial action or revision programme. It can assist
in identifying strengths and weaknesses of a learner in
Mathematics, a specific teaching method that the teacher
can follow to help learners discover a mathematical principle,
or it can help teachers to understand a learner's barriers to
learning. The results can assist in planning individual support
for learners who experience problems.
e seen as a con­
:ing information Summative assessment Summative assessment gives an overall picture of the
Bnt (Department Mathematics achievements of a learner at a given time, for
i assessment of example, at the end of a term or year. Summative assessment
is like a "snapshot" of a learner's progress at a particular
. For example, if
point in time (while formative assessment is like a "video"
matics topic - let
of a learner's progress during the process). Summative
e section 5.4 for assessment is referred to as "assessment of learning".
mes the teacher
tain strength or Source: Adapted from Department of Education (n.d.:9)

After teachers have decided on the type of assessment that would suit the out­
ould be used by
come or focus of the learning activity or assessment task, they need to choose one
or other method of assessment. Table 5.3 shows some forms of assessment that
1thematics in are appropriate for the assessment of Mathematics in the Foundation Phase.

Table 5.3 Forms of assessment appropriate for the assessment of Mathematics

in the Foundation Phase

ginning of Observations Teachers constantly observe learners informally to assess

1blish what their understanding and progress. Teachers observe
e is (physical, learners closely as they engage in individual, pair and group
what they value activities and listen to their conversations and discussions.
Observations are recorded in an observation book or sheets.
1ture. It is Written/ recorded Activities that require learners to present anything in a
, learner and activities written format should be planned in such a way that the
· not It assists learner's performance (written work) is reflected clearly
suggest Performance-based This type of activity requires learners to demonstrate
changed to activities their knowledge, skills and values by creating, producing or
rnent is also demonstrating something. The criteria for the task should be
ntly, this type of clearly spelled out to the learners beforehand.
,r in a process of Such tasks could include:
• Oral activities, e.g. mathematical rhymes
97
,3/ • Practical activities, e.g. demonstrations in which learners
demonstrate physical knowledge such as games and i�
0�
({)�

mathematical movement activities ffi-g

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 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

� Table 5.3 Forms of assessment appropriate for the assessment of Mathematics in Table S.S App1
the Foundation Phase continued Mad
Performance-based • Presentations, e.g. drawings, paintings, constructions etc.
activities continued • Individual or group projects
• Investigations Observation bo

Tests (from Grade 3 Tests should be carefully planned and used initially as informal
onwards) assessment tasks. Learners should be given adequate
guidance and support to engage with the test format

Source: Adapted from Department of Education (n.d.: 14) Observation sh

When a teacher has decided on a type of assessment that would suit the kind
of information he or she needs about a learner or the learners in the class, and Checklist
the teacher has decided on the specific form of assessment that would be the best
way for the learner(s) to demonstrate their knowledge or skills in Mathematics,
the next step for the teacher is to choose the best method that will be used to
gather the information. For example, will it be best to use peer assessment or
will the teacher's assessment lead to the best interpretation of learners' knowl­
edge and skills? Rubrics
Table 5.4 below summarises the most appropriate methods suitable for the
assessment of Mathematics in the Foundation Phase. As mentioned in other
chapters in this book, caution needs to be exerted with the application of these
methods, as some of the methods may be inappropriate for the specific age of
the learners.

Table 5.4 Assessment methods appropriate to the teaching and learning of Learners' class,
Mathematics worksheets

Peer assessment Peers assess one another, e.g. when a peer assesses
another learner's effort to string a pattern.
Self-assessment Learners assess themselves, e.g. when learners mark their
own efforts to add and subtract correctly. In the rest of
Group assessment Each group in the class assesses themselves, e.g. when process for Ma
collecting data and making a graph.
assessment co
ment will be sl
When the teacher has decided on the best method that will reflect the learners'
knowledge, skills and attitudes or values in Mathematics, he or she needs to decide As discusse<
how the observations will be recorded. As discussed in Chapters 1 to 3, various can take place
"tools" are available that can be used to record the observation. Table 5.5 below learners know
98
summarises the main instruments (or tools) that the Foundation Phase teacher done by way o

.
ii
bL�
c�
>Q.
,
can use to record observations.
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE: 5
Mathematics in Table 5.5 Appropriate assessment tools (instruments) for the assessment of
Mathematics in the Foundation Phase
ctions etc.

Observation book Appropriate when the teacher does an

informal observation of the learner's efforts,
tially as informal
for example what the learner does when he
equate
format. or she adds or subtracts. It gives the teacher
room to write an expanded comment.
Observation sheet Appropriate when the teacher has to
observe an effort that needs only a single
ld suit the kind comment.
1 the class, and
Checklist Needs to be used cautiously; perhaps to
mld be the best
indicate whether the learner can count
n Mathematics ,
from I to I 0. This instrument will not tell
will b e used to exactly how they count or what mathematical
assessment or mistakes they make. It is based most of the
,arners' knowl- time on yes/ no or can/ cannot observations.
Rubrics A favourite way to record observations, as it
mitable for the gives room for different levels of knowledge
ioned in other and skills. However, not all mathematical
cation of these areas can be assessed using this kind of tool,
specific age of as it cannot tell exactly how or why the
learner can or cannot perform a certain
mathematical strategy
earning of Learners' classwork books or This instrument is used often by Foundation
worksheets Phase teachers, as it gives concrete evidence
of the learners' efforts. Teachers need to be
cautious not to "overuse" this instrument, as
it rarely tells you how a learner thinks. For
example, calculation errors often lie at the
ssesses
heart of a learner's thinking strategy and not
l with the calculation method.
rs mark their
In the rest of the chapter, the reader will be taken through the whole assessment
e.g. when
process for Mathematics in the Foundation Phase. Important issues at each of the
assessment components will be highlighted and useful tips for effective assess­
;t the learners' ment will be shared.
1eeds to decide As discussed previously, it is advisable that before any teaching and learning
1 to 3, various can take place in the Mathematics classroom, teachers first need to establish what
1ble 5.5 below learners know or can do with regard to a certain topic in Mathematics. This is
Phase teacher 99
done by way of a baseline assessment.
Jj
@ "§
> "-
 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

5.3.5 assessment of learners' mathematical

Ll'a,;:i,,i;;;;; must start to
point of a bas1
l<nowledge and skms using numbers
Baseline assessment is a specific type of assessment used in formative assess­ demonstrate tl
ment but needs to be discussed here before formative assessment is analysed, two starting at
because this is usually the starting point of the learning and teaching process in tus). This may
Mathematics. to make sure ·
At the beginning of the year or term, or when a new concept in Mathematics learners' pre-e
needs to be explored by learners, it is important that teachers should first estab­ ment activity if
lish what the prescribed outcome of the specific content area is (for explanation (Take note tha
purposes we use the content area "counting" in our discussion to follow). As said familiar concri
before, teachers need explicit knowledge of the curriculum requirements as well they need to tc
as knowledge of the learner's cultural approach to the mathematical topic before that state whe
teaching can commence. For example, teachers need to know what learners must do" criteria for
be able to achieve at the end of the term with regard to counting but they also or the kind of r
need to acquaint themselves with the ways that each culture, as represented by the sheet at the vi
learners in the class, counts. It might be that learners from a specific culture count like this:
from one to ten starting at their thumb to small finger while other cultures count
from their small finger to thumb. !Primary
As mentioned in section 5 .1, the desired outcomes for each content area are Date: ii F
usually conveyed by the specific curriculum (see the CAPS document for an over­
view of the content of the curriculum as well as the knowledge, skills and attitudes Nameo1
that learners in each grade must achieve). Remember that knowledge of the cur­ JohnWes
riculum requirements forms part of the teacher's pedagogical content knowledge, -f-----------------

which is indispensable for good assessment practices.

When teachers perform a baseline assessment, for example with regard to
learners' counting skills, teachers might perhaps want to know the following:
" What the learner may or may not already know with regard to counting (counting SarahW,
objects verbally/ pointing correctly to objects counting/ making groups to count
objects etc.)
" What the learner's attitude is with regard to counting (i.e learners think we use
Nathan:
counting skills to ...)
" At what level of understanding each learner is (learners count with beads or
draw pictures to count or perhaps do counting exercises on a worksheet num­
berline)
" How each learner's specific culture views the specific concept (e.g. how fingers
are used to count) Figure 5.2 E
Teachers can only get to know this through proper baseline assessment of each As mention
learner's pre-existing knowledge. What does such a baseline assessment look like? egies that le
Teachers may perhaps choose observation as form of assessment, with teacher Counting objE
assessment as method of assessment. The teacher may then perhaps select the platform for 1
observation book as instrument, as he or she needs to record a variety of observa- baseline asse:
100
tions while the learner performs the task. conceptual lo
jj Using our example of counting, learners need counting skills to become fluent above (count
users of mathematics who are able to solve problems using different strategies
(b�

�� a baseline ob
@ at all levels of mathematical thinking. However, this does not imply that teachers strategies tha
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE
5
must start to teach at the abstract level, nor is the abstract level the starting
point of a baseline assessment. (With abstract level of counting we understand
using numbers and symbols to count, e.g. per worksheet.) When learners need to
rrative assess­ demonstrate their concrete level of thinking (for example to count in multiples of
t is analysed, two starting at one), they demonstrate it by using manipulatives (concrete appara­
mg process in tus). This may perhaps be beads, counting frames, bottle caps etc. Teachers need
to make sure that culturally appropriate support material is available to assess
. Mathematics learners' pre-existing knowledge, as learners might feel detached from the assess­
tld first estab- ment activity if unfamiliar material is used, which may cause stress to the learners.
1r explanation (Take note that the CAPS document uses the term everyday objects to refer to
>llow). As said familiar concrete objects.) If teachers choose a checklist for baseline assessment
ments as well they need to take care that the checklist should not only contain ticks to be made
Ll topic before that state whether learners can or cannot count. Using only "can do"or "cannot
learners must do"criteria for assessment tells the teacher nothing about how the learner counts
but they also or the kind of mistakes a learner makes. For that reason, the use of an observation
3sented by the sheet at the very least is suggested. An observation sheet for counting may look
culture count like this:
;ultures count
Primary Sdmol ABC
ltent area are Date: 11 February 10 I 6
Lt for an over-
and attitudes Name of learner Counting objects Remarks
-------------- ----1----- ------------------- ---------
ge of the cur­
__ Joh_n West __________J_Counts_l to I 2_objects ------------------------------
Uses correct number names.
rrt knowledge,
Counts 12 objects reliably;
·ith regard to i thereafter John starts to skip numbers.
------------------�-----+-----------------------------�----r------------------------------------
'allowing:
----------------------- ---- ------------------------------------�------------------------------------------------------------
ting (counting Sarah-------------
Woodley �
oups to count -------�------- --� Counts ---- I ---- to 20 objects - i Counts 20 objects reliably using
-------t-------------------------------------- -----
1 correct number names.

- ----- ----- --- - ------ - - ------- - ----f-- -- --,::,-- -- -- .---.

; think we use
--:-at�������; --- ---J�lru:lo�to rn�; o bio� 1 N,thso �,:;; :e: t� o bie;;;

Nith beads or --------+------- ---------------------------+-� 1 even with support from the educator.
rksheet num- k's numbers when counting. Counts
�
rrectly or in the wrong order.
;. how fingers - -- -
- -
Figure Example of an observation sheet in counting activities
:ment of each
tent look like? As mentioned above, there is of course an extended list of counting skills/ strat­
with teacher egies that learners need to acquire (e.g. counting backwards/ counting on).
1ps select the Counting objects is only one criterion that needs to be assessed. However, a good
ty of observa- platform for the teaching and learning of counting has been built by the above
baseline assessment activity. The teacher can continue the assessment of learners'
IOI
iecome fluent conceptual knowledge of counting by assessing the other strategies mentioned
�.
.
1a ['2

ent strategies above (count backwards, making groups to count, etc.). The following example of 0�

,
(I}�
C '>

that teachers a baseline observation indicates the learners' knowledge of some of the counting ;,"-
@
strategies that they should be able to use in the Foundation Phase:
 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

5.3.6.1 Obse
Primary School ABC Gradel Strat•gills for cou.ntin& and.,
. Date: .I 11ebruary ,2016
- - - Observation is
!
--------
!fame of learner j Count forwards [ Count backwards Count all I Count on and performarn
John West From I to 50 ! From 20 to I 30 objects, From 12 to 50 Language Arts C
------ ------ ------- --- ---
thereafter he counts Phase, observa1
1

m�o [�;�W �
-------- --- - ------
inconsistently.
---- ------- assess learners'
- ---- ---- need to know c
--- ----r cal vocabulary 1
Sarah Woodley From I 50WJITTs�[-'mm4m5o be able to inter
-
without hesitation. demonstrate wl
-- ----�------------- --� -
� ----------�
in various class
- --- ---- -------- � -
�---------- observing them
---
Nathan Zair From I to 20 From 20 to I 20 objects, does Cannot count while interactin
1 for the followin1
tt
not know what on. Starts over
..
1 ,

---- j- --------- -----

'funOws,ftec 20 I• � e"'Yim Information
1 -e�
. -
--- iI -
indicate how
1

i
as a cultural
Figure 5.3 Example of a baseline assessment in counting
.. Information 1
when they in
All such baseline assessment activities must be kept in an assessment portfolio .. Learner's ma
for each learner. This portfolio with all its assessment activities will be used by .. Learner's un,
the teacher as platform to start the teaching and learning process as well as to Gathering this
complete the report cards of the learners; a matter which will be discussed in gress, understa
section 5. 5. tudes towards
their observatic
5.J.6 Formative assessment of Mathematics '" Teachers car
while learne1
As soon as the baseline assessment has been completed, the teacher can start to
'" As teachers r
plan and present the lessons. During daily mathematical activities, the teacher
notes can be
will use formative assessment (which consists of both informal and formal assess­ teachers the1
ment activities) to assess learners' mathematical performance and progress. In
'" Teachers sit
the Foundation Phase, all mathematical assessment activities are usually assessed them to give
informally. Informal assessment is an integral part of every lesson and should be a matics they ,
definite focus when lessons are planned. '" Teachers as1
Chapters 2 and 3 explain in much detail what formative assessment is all about the teacher c
and how it should be used to assess learners' performance in any subject. This sec­ '" Teachers lea
tion will apply the information discussed in Chapters 2 and 3 to the content area ical problem
"patterns, functions and algebra" to explain formative assessment in the subject ., Teachers ask
Mathematics. The next part of the chapter will look in more detail at the process of content or p
102 formative assessment of Mathematics as it happens in practice in the Foundation from learner
Phase classroom. supplies vak
with regard 1
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

5.l.6.1 Observation of learners' mathematical knowledge, skills

and attitudes/values
Observation is the careful consideration and analysis of students' behaviour
Count on
and performance based on a broad range of contexts (Atlantic Canada English
From 12 to 50 Language Arts Curriculum: K-3 n.d.). Most often, and especially in the Foundation
Phase, observation is the most important form of assessment teachers use to
assess learners' mathematical capabilities. As explained in section 5.1, teachers
need to know a lot about learners, for example the extent of their mathemati­
cal vocabulary or how learners do and learn Mathematics, and teachers need to
'rom 4 to 50 be able to interpret what they are observing. Foundation Phase learners need to
demonstrate what they think, know, and can do with Mathematics as they engage
in various classroom activities. Teachers can learn a great deal about learners by
observing them when they are engaged in mathematical problem-solving activities
:annot count
------ while interacting with peers. When observing learners, teachers should be looking
m, Starts over
for the following:
t I every time.
" Information from each learner's daily experiences with Mathematics that will
indicate how he or she views Mathematics or how he or she values Mathematics
as a cultural tool to solve problems
" Information that indicates learners' thought processes and mathematical ideas
when they interact with peers
,ment portfolio " Learner's mastering of mathematical skills and content
vill be used by " Learner's understanding of mathematical strategies
s as well as to
Gathering this kind of information will give teachers an idea of learners' pro­
,e discussed in
gress, understanding, strengths and challenges, cooperation with peers and atti­
tudes towards Mathematics. There are many ways that teachers use to record
their observations, for example the following:
" Teachers can prepare a checklist beforehand, of things they want to look for
while learners are engaged in activities.
ler can start to
is, the teacher " As teachers move among the learners while they are engaged in activities, sticky
notes can be used to jot down thoughts about specific learners' progress. The
formal assess­
teachers then post these thoughts later on a chart against learners' names.
d progress. In
" Teachers sit down with each learner individually or in small groups and ask
mally assessed
them to give examples of real-life situations where they would use the mathe­
nd should be a
matics they are busy with.
., Teachers ask learners to draw a picture of the mathematical problem and tell
ent is all about
the teacher about it.
bject. This sec­
" Teachers lead learners to discuss how they know their answer to a mathemat­
e content area
ical problem is correct.
in the subject
., Teachers ask learners if they can think of a mathematical rule that applies to the
the process of
content or problem they are busy with. Teachers jot down significant answers

u
1e Foundation from learners on a sticky note and records this later in the observation book. This 103

supplies valuable information of learners' thought processes and their progress

with regard to the application of mathematical rules in everyday situations. >"-
@
 CHAPTER S ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

A sticky note and observation chart may look like this: activities (e.g. 1€
graph will disc1
Name: Rosy Mathebula
the Foundation
Name:John Mokaba
.
5.3.6.2 Perle
I matt

�.:d
14 February 2015 14 February 2015
-�---------- --

�-- ---- Performance-be

j_
Strings 5 elements in a pattern using C=tes owo pmtem wJ demonstrate th,
------ --
coloured beads. He repeats the core 6 elements (clap, clap, stamp, clap, ing or producin
__
--
pattern several times correctly.
-------
stamp, clap). I
ria set by the te,
---- ----- - ----�� � assessment diffi
are done throu!
used after lean
Figure S.4 Example of sticky notes for assessment of physical (concrete) ment task). Per
knowledge in patterning activities following:
Source: Adapted from Atlantic Canada English Language Arts Curriculum: K 3- (s.a).
,. Practical act
own patterm
Table 5.6 Observation sheet/ book used to assess and record learners' .. Presentation:
concrete experiences and progress in patterning structions us
., Individual 01
Name Content Note Teacher's thoughts represent m,
When teachers
John Mokaba 14 Feb 20 I 5 Patterning Strings 5 elements John improved well.
tant that they E
in a pattern using In January John only
Teachers can e
coloured beads. He accomplished to string
not represent t
repeats the core 3 elements.
pattern several times learners have t
correctly if the teacher p
the task will bE
Rosy Mathebula 14 Feb 20 I 5 Patterning Creates own Rosy enjoys rhythmical
formance assm
rhythmical pattern math activities and
with 6 elements leads her group in Table 5. 7 De:
(clap, clap, stamp, creating patterns using
clap, stamp, clap). their bodies.

With the example above the teacher gathers information on the learner's physi­ Step I : List the
cal knowledge of patterns, e.g. using a variety of objects (or the body) to create pat­ and knowledge
terns. Teachers also gather information with regard to learners' social knowledge you wish to ha
of patterns, for example when the learner explains that he or she used triangles learners learn :
and circles to create a repeating pattern (using the correct names of shapes and result of comp
possibly linking this to numbers, e.g. one circle and two triangles). The teacher can the task.
also determine the learner's conceptual understanding of patterns as the learner is
able to describe his or her own repeating pattern as well as that of others and can
make adjustments when the pattern seems to be incorrect.
104
Apart from the teacher's observation of the mathematical performance of learn­
ers, learners can also engage in performance-based mathematical activities such
as oral activities (e.g. verbal counting), presentations (activities where learners
present their mathematical thinking, for example by drawing) or perhaps practical
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE/ 5/
activities (e.g. learners build 3D objects using geometrical blocks). The next para­
graph will discuss performance-based assessment in Mathematics appropriate to
the Foundation Phase.

Performance-based activities to assess learners'

mathematical knowledge, skills and attitudes I values
Performance-based assessment activities are activities that require learners to
rn with
demonstrate that they have mastered specific skills and competencies by perform­
:lap, ing or producing something. They are then judged by certain predetermined crite­
ria set by the teacher - preferably with input from the learners. Performance-based
assessment differs from tests in that performance-based teaching and assessment
are done throughout the term (or during the assessment task), whereas tests are
used after learning and teaching has taken place (or at the end of the assess­
::increte) ment task). Performance-based activities in Mathematics can include any of the
following:
.. Practical activities, e.g. copying, extending patterns using beads, or creating
own patterns using shapes
:trners' .. Presentations, e.g. using drawings/tallies to solve problems, or building 3D con­
structions using shapes/figures
.. Individual or group projects, e.g. data handling where groups use graphs to
er's thoughts
represent mathematical concepts

1proved well. When teachers develop criteria for performance assessment tasks, it is impor­
1ry John only tant that they should keep the most crucial aspects of the content topic in mind.
)lished to string Teachers can easily set criteria that are almost too easy to achieve or which do
ents. not represent the most crucial part of the skill or competence, for example when
learners have to add numbers using tens and units, it will not really make sense
if the teacher puts the written formation of numbers as one criteria against which
1joys rhythmical the task will be measured. Table 5. 7 gives easy-to-follow steps for designing per­
::tivities and formance assessment tasks in patterning.
�r group in
; patterns using
Table 5.7 Designing a performance assessment task in patterning
idies.
Steps to follow made the
Jarner's physi­
) to create pat­ Step I: List the skills What important cognitive Learners must be able to copy
:ial knowledge and knowledge skills or attributes do I want and extend a pattern.
you wish to have my learners to develop?
used triangles
learners learn as a
of shapes and
1e teacher can
result of completing What types of patterns do I Learners must be able to form
the task. want them to engage with? patterns using geometrical
; the learner is
shapes.
1thers and can
What social skills do I want Learners must be able to work
.ance of learn- my learners to develop? independently. 105

1ctivities such i Which metacognitive skills Learners must be able to ]�

u�

do I want my learners to reflect on own thinking and ��

rJJ·':2
here learners > CL

haps practical develop? that of others. @

,3/
 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

I:!::> Table 5.7 Designing a performance assessment task in patterning continued

� Table 5.8 A

Copies and extE

Step 2: Design How much time will it It will take at least one week to
apparatus as we
a performance take learners to develop acquire basic patterning skills
cards). Creates c
task which or acquire the skill or with geometrical shapes.
Copies and extE
requires learners competency?
to demonstrate concrete appara
What is the intrinsic Learners will be empowered to patterns on care
these skills and
importance of the desired think logically.
knowledge. Source: Adapted from De
skills or accomplishment?

Step 3: Develop Does the performance Guided by the performance Remember tl

explicit criteria inform learners of criteria, learners will understand the above exarr
performance the types of processes and that they need to copy activities, grouJ
criteria which products required to show and extend patterns using (graphs) and ir
measure the extent mastery? geometrical shapes. matical content
to which students construct well-c
Are learners provided with Examples are discussed with
have mastered mathematical k
examples of high-quality learners in a whole-group
the skills and Written activ
work, so they can see what is discussion which involves
knowledge. assessment act
expected of them? learners in suggesting strategies
for patterning aided by ment tool in a'
concrete examples. written assessn
become clear ir
Source: Adapted from Wisconsin Education Association Council ( 1996).

From here it is easy for the teacher to construct a scoring rubric which will
5.3.6.J Writ
be used to assess the learners' performance in the specific mathematical task. A l<nO'A
rubric based on the above criteria may look like this: Before written e
Phase, a word,
Table 5.8 A rubric to assess learners' patterning skills
using written e
Key for recording and reporting codes and percentages learners in the
Phase, are not
I '2 1
3 4 5 6 7
may then be gi
Not ! Elementary Moderate Adequate Substantial Meritorious Outstanding
concept, while
achieved ; achievement achievement achievement achievement achievement achievement
0-29% 60-69% 70-79% 80-100%
riers experienc
write. Another
might be inapr
Rubric for patterning skills: Grade I
required from
Copies the 3-element geometrical pattern displayed by the teacher with "light" and ton
concrete apparatus incorrectly • ■ A depict for exarr
Copies correctly but gets confused when extending the pattern 2 adult to give th
•A ■ ■ AA know this if th1
3
written activity
Copies and extends the 3-element geometrical pattern using concrete
apparatus only.
as an elephant
106 ers might perh
Copies and extends the 3-element geometrical pattern using concrete 4-5 adjective "light
apparatus as well as semiconcrete apparatus (geometrical patterns on cards).,1
When learnt
it may be ineff
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

continued � Table 5.8 A rubric to assess learners' patterning skills continued

,ast one week to Copies and extends the 3-element geometrical pattern using concrete 6
atterning skills apparatus as well as semiconcrete apparatus (geometrical patterns on
al shapes. cards). Creates own patterns with 3 geometrical elements.
Copies and extends at least a 5-element geometrical pattern using 7
concrete apparatus as well as semiconcrete apparatus (geometrical
2 empowered to patterns on cards). Creates own patterns with 5 geometrical elements.

Source: Adapted from Department of Basic Education (20 I I :489)

performance Remember that performance-based activities using scoring rubrics such as in

s will understand the above example may be based on a variety of tasks, such as written counting
to copy activities, group work activities such as collecting, sorting, analysing, presenting
terns using (graphs) and interpreting information, or practical tasks. Whatever the mathe­
tpes.
matical content area or activity, using the steps given above will help teachers to
iscussed with construct well-designed performance tasks that will lead to effective assessment of
1ole-group mathematical knowledge, skills and attitudes/values.
h involves Written activities are a popular form of assessment to be given as performance
:esting strategies assessment activity in Mathematics. Although this may be a widespread assess­
ided by ment tool in all school systems, teachers need to be cautious when designing
Jles. written assessment tasks for Foundation Phase learners. The reason for this will
become clear in the next section.

Ibric which will exercises to assess learners' mathematical

ematical task. A knowledge, skills and attitudes/values
Before written exercises are discussed as a method for assessment in the Foundation
Phase, a word of caution needs to be extended. Teachers should be careful when
using written exercises for assessment purposes, simply for the reason that many
learners in the Foundation Phase, especially at the beginning of the Foundation
7 Phase, are not yet ready to do written exercises in Mathematics. The impression
Outstanding may then be given that the learner cannot understand the specific mathematical
1t ' achievement concept, while the problem should actually be ascribed to other perceptual bar­
80-100% riers experienced by the learner, for example, the learner struggles to read or
write. Another problem with written activities is that many worksheet activities
might be inappropriate to use for assessment purposes, for example when it is
required from learners to circle the objects depicted on the worksheet that are
"light" and to make a cross over those ones that are "heavy". Often such activities
depict for example a car, an aeroplane, a book and a feather. It may be easy for an
2 adult to give the answers without having to reason about it, but how can learners
know this if they don't experiment with these concrete objects before they do the
3 written activity? It is obvious that for inexperienced young learners, objects such
as an elephant and a car will be difficult to compare. Also, second-language learn­

u
ers might perhaps not possess the vocabulary to understand what is meant by the 107
'4-5
js). adjective "light".
When learners start to work with larger number ranges (from Grade 2 onwards)
it may be inefficient for learners to draw pictures and count them. Teachers then
;,"-

,p- @
 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

often opt to use written activities for assessment purposes. Once again it needs ent in a single
to be stressed that when learners only supply written answers to mathematical reading. Ideall)
problems (e.g. worksheet exercises such as 78 + 13 = ? ), such exercises convey provide for at •
little information about how the learner got to the answer. A rubric may be an ers to use corn
effective form of assessment in this case, as it can be explicit in describing the level use drawings (<
of mathematical thinking (for example the number range that the learner works should end wt
with), while it can at the same time give a description of how or what the learner Provision for c
does when engaged with the specific mathematical content. Below is an example range that eacl
of a rubric that is used to assess learners' problem-solving skills: activity that pri

Table 5.9 A rubric to assess learners' problem-solving skills

Key for recording and reporting codes and percentages N.ame:MF
I 2 3 4 5 6 7
A. Use yo
Not achieved Moderate Adequate Substantial Meritorious Outstanding
0 29%
- achievement I. 13 +

Problem given: One dog has 4 legs. How many legs will 4 dogs have? B. Use dr

33 +
Rubric for problem solving: Grade 3
Does not understand the problem and uses an inappropriate calculation
14 - 4 = 10)
Starts correctly but does not finish/ does not arrive at a correct answer: 2
(e.g. 4 + 4 + 4 + 4 = 4444) C. Solve t
Understands and solves the problem with concrete apparatus, 3 I. 100
or •••• I•••• I•••• I••••
Understands the problem and uses drawings to calculate and indicate the
D. Create
correct answer:����
Uses numbers to calculate answers and indicate answers numerically. Can 4-5
explain the calculation method. Makes small errors. 4 + 4 + 4 + 4 = 15
Calculates answer correctly and writes a number sentence. Explains own 6-7 figure 5.5 E)
and others' way of thinking and reasoning. 4 x 4 = 16
The worksh1
Source: Adapted from Department of Basic Education (20 I I :489) any of the Mat]
is important th
As can be seen from the above rubric, room was allowed for learners to display
ate activities. I<
the level of thinking they are at (concrete, semiconcrete or abstract). Learners who
in the class wl::
have a well-established conceptual knowledge of multiplication can work well with
ers who will r
numbers (e.g. write number sentences for the problem) and will probably achieve
a 6/7. Learners who are still at the concrete/semiconcrete levels use manipula­ provide learni1
tives and drawings to help them think. Such learners will probably use counting as
5.3.6.4 Usiw
a strategy to calculate. Therefore they might for example only achieve a 3 (remem­
ber that the levels of achievement and corresponding scoring are determined by skill
108 the Department of Education and the above discussion only serves as an example). The use of tes
Another point that needs to be taken note of is that worksheet activities used for assessment ofl
assessment purposes should at least have different levels of activities to accommo­ In spite of the
date the different ability groups in the class. For the sake of clarifying the different dren contribut
levels of assessment applicable to the different ability groups that may be pres- (Southern Ear
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE : ' 5
1gain it needs ent in a single classroom, the reader is referred to Bloom's taxonomy for further
mathematical reading. Ideally, a written assessment activity such as a worksheet activity should
ircises convey provide for at least three different ability levels, i.e. activities which allow learn­
·ic may be an ers to use concrete manipulatives, followed by activities which allow learners to
·ibing the level use drawings (or tallies/numberlines) to support their mathematical thinking, and
learner works should end with activities that clearly show learners' abstract use of numbers.
at the learner Provision for different ability levels can also be made by adapting the number
is an example range that each level works with. Below is an example of a worksheet assessment
activity that provides learning opportunities for three different ability levels.

7
A Use your counters to solve the following number sentences:
Outstanding
-
it I achievement i-----------t---1 .-1 3��--- -- 3 -5=C.J I 3. 20- =13 -----�----
l::_:_
80 00%
-
1

B, Use drawings of ten's and units to solve the following number sentences:

33+5 = -·=-�� 50 - 20= �=·�

25+ =50
--- - - -------t 1----------�----- --
-----t�----------,

2
C. Solve the following number sentences using expanded notation:
3 1. 1 00+22= 15= 3. 80+35 =

D. Create and solve your own number sentences:

4-5 !. ______ 2. ______ 3. ______

6-7 Figure 5.5 Example of a worksheet to assess a learner's mathematical abilities

The worksheet activity above can be adapted to assess learners' performance in

any of the Mathematics content areas. Whatever the mathematical content area, it
ers to display is important that teachers accommodate different ability levels with age-appropri­
Learners who ate activities. Keep in mind that the chance is just as great that there are learners
rork well with in the class who will struggle with Mathematics, as that there will be gifted learn­
bably achieve ers who will need more of a challenge. A good written assessment activity will
se manipula­ provide learning opportunities for all learners at any of the ability levels.
:e counting as
� a 3 (remem­ 5.3.6.4 Using tests to assess learners' mathematical knowledge,
etermined by skills and attitudes/values in Mathematics
an example). The use of tests at the early stages of the Foundation Phase is inefficient for the 109

rities used for assessment of learners' knowledge, skills and attitudes with regard to Mathematics. ]�
to accommo­
UC
en�
In spite of the fact that there is no empirical evidence that testing of y oung chil­ )ij"§
: the different
> CL

dren contributes to their growth, development, learning, or their daily wellbeing @

Tiay be pres- (Southern Early Childhood Association 2000), for some unknown reason many
 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

teachers consider it standard practice to administer mathematical tests once a S.l Poin1
week (usually on Fridays) to learners from as early on as Grade 1. These tests usu­ metl
ally deal with the automation of number bonds or multiplication tables. Although
the automation of numbers (e.g. to give answers to addition calculations within As mentioned t
3 seconds) should be an important goal of mathematical fluency, it needs to be mathematical a
stressed that starting too early with tests will be counterproductive. There are sessment will 1:
other strategies that support automation of number facts and bonds, for example assessment of r
the use of board and card games in the early years. Teachers need to take note that
in many other countries around the globe, the inappropriate use of tests or assess­ 5.3.7.1 Peer
ment procedures is a breach of professional ethics (Southern Early Childhood
Using peer as
Association 2000). The following concerns are raised with regard to the use of
Mathematics b
tests at a young age:
Learners shoul
.. Many teacher-constructed tests are unresponsive to the wide range of differ­ clear rules shm
ences inherent in the group and usually do not take into consideration the needs with learners fc
of learners with barriers to learning, for example the range of sociocultural " Involve lean
and language diversity characteristics represented in the South African learner friend do tha
population.
.. Respect the
.. Too many teacher-constructed tests require rote memorisation of mathematical when he or i
facts (such as multiplication tables or number bonds), paper-and-pencil tasks, .. When sugge1
and skill-and-drill reviews - activities that are clearly not based on what con­
(What was ye
temporary research explains about how young children learn, sustain curiosity
she perhaps
and interest in mathematics, and retain information.
.. Formulate s
" Few teacher-constructed tests take into consideration the y oung learner's lim­ work").
ited test-taking ability: handling test booklets or pencils properly, following
verbal directions, ignoring distractions, adhering to time constraints, using lan­ As becomes cli
guage efficiently and effectively, or sitting still for extended periods of time. need to be at a
to contribute p
" Parents can easily be misled about their child's progress in Mathematics when
ably be able to
classroom-written tests are sent home on a weekly basis that indicate the
teachers can n
learner's "good" marks, without also involving parents in more comprehensive
tick an applica
assessment activities of their child's performance such as well-designed obser­
adapted to suit
vation and performance-based assessments.
.. Time spent on preparing learners for tests, testing, retesting, and remedia­
tion reduces schooling to curriculum-starved educational practices and know­ Criteria f6r F
ledge-deprived learners (Southern Early Childhood Association 2000). Many
teachers use classroom tests to compare their learners with learners from other
classes. This only results in a race to be the "top class" of the grade.
What I like al
The South African Department of Basic Education allows tests to be used from
Grade 3 onwards to prepare learners for Grade 4 when formal tests are more often
used. It remains the teacher's responsibility to ensure that the learners in his or Next time m:
her class are ready for such tests. When learners are not ready for a formal test in
Mathematics, it can only serve to cause stress to the learner, which will contribute
to the early onset of math anxiety. When tests are introduced in the correct way,
110
teachers can perhaps at first introduce learners to peer assessment, which may be
less stressful. As long as learners are measured against their own progress and not
Jj
�� against that of the class or group as a whole, such tests may have a limited place
@ in the teacher's overall assessment scheme. Figure 5.6 E;
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE /· 5
al tests once a 5.3 Points interest with regard to assessment
rhese tests usu­ methods in Mathematics
ables. Although
s'
ulations within As mentioned before, teachers use many different methods to assess the learner
it needs to be mathematical abilities. In the followin g paragra phs peer assessm ent and self-as­
in the
tive. There are sessment will be highlighted as two methods that might seem problematic
is, for example assessment of Mathematics in the Foundation Phase.
J take note that
tests or assess­ I Peer assessment in Mathematics
arly Childhood g of
Using peer assessment has many benefits for the teaching and learnin
:l to the use of red carefull y (refer to Chapter s 2 and 3).
Mathematics but needs to be conside
criteria for the assessm ent activity and
Learners should be involved in setting the
hed
·ange of differ- clear rules should be established. Below are some rules that need to be establis
1tion the needs with learners for peer assessment to be successful:
,f sociocultural your
.. Involve learners in identifying successful features for learning (what did
'\:frican learner e.g. write number symbol s legibly, neat work) .
friend do that was really good,
embarr ass your friend
., Respect the work of others (do not laugh at, tease or
'mathematical when he or she has made some mistakes).
cl-pencil tasks, .
., When suggesting improvements, think about the learning objective of the activity
. on what con- with the exercise ? What can he or
(What was your friend supposed to do or achieve
1stain curiosity ?)
she perhaps try the next time that will help him or her to achieve greater success
"poor
., Formulate suggestions positively (do not use negative language such as
learner's lim­ work").
erly, following learners
nts, using Ian­ As becomes clear from the peer assessment rules or principles above,
they will have sufficie nt insight
is of time. need to be at a certain developmental level before
atics. They should prefer­
to contribute positively to peer assessment in Mathem
1ematics when s cannot yet read well,
ably be able to read, write and follow instructions. If learner
t indicate the only need to
teachers can read the assessment criteria to the learners, who then
omprehensive can be
tick an applicable box. The following example of a peer assessment rubric
3signed obser-
adapted to suit the needs of the assessment activity:

and remedia­
es and know-
2000). Many
3rs from other
le.
What I like about my friend's work: Neat
be used from
Easy to read
,re more often + -- --- --- - --+-
-
- - -
-+-- -
-- - - - -
-
---
-
-
---1
- - - - -
ners in his or Next time my friend can try to: Use a sharp pencil ---��--------- ----<
-
formal test in Draw pictures to show
vill contribute the answer
i correct way, Ill
vVhich may be Write the following
gress and not number symbols correctly ii
c�
• a
limited place >"-

Figure S.6 Example of a peer assessment rubric for Mathematics

@
 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

5.3.7.2 Selfmassessment in Mathematics on the kind

shown that le
To master self-assessment takes time, patience and commitment, which cannot the answers 1
be achieved instantly. Once learners are comfortable to assess the strengths and that the teacl:
weaknesses of peers in Mathematics, they move easily to self-assessment of their focusing then
own strengths and weaknesses. It is particularly helpful if learners can see where learning (Kw,
they make mistakes in Mathematics (or in the way they think and reason when The follow
engaging in problem-solving activities) when they assess themselves. Below is
learners ab01
an example of a self-assessment for problem solving in Mathematics. This self­
1. Only focm
assessment can easily be adapted for other mathematical content areas, e.g. pat­
young lea
tern, functions and algebra, or measurement.
ties, or ev
the correc
Mathematics self-assessment: Problem solving Grade 3
first few s
try next ti
Name: __________ Date: __________ 2. Keep only
feedback·
New mathematical words that I have learned today: to extend
as neatne
3. As discus
- althougl
I used the following mathematical symbols to help me calculate: kept in m
nesses by
Next time that I solve the same kind of problem I will try the following: 4. Comment
it is the 11
Use a counting frame
more fror
Draw pictures gives the1
Use a numberline consist of
Break down numbers in tens and units 5. Create a
--- --
- ---------------------------
-
- identify
and deve
Figure 5. 7 Example of self-assessment in Mathematics (Wolpert-
In some instances it may happen that teachers notice, after all possible mea­ 6. Let learn,
sures have been taken in helping a specific learner to grasp a mathematical con­ feedback
cept, that the learner has made no progress in learning. This calls for a special give to h,
kind of assessment to be performed, namely diagnostic assessment. (Wolpert-
7. Provide f,
5.4 Feedback to learners on their feedback
holiday c
mathematical performance learners·
Chapters 2 and 3 gave a comprehensive analysis of feedback to learners which cer­ more ha�
tainly also applies to the subject Mathematics. It will therefore not be addressed in
detail in this chapter, although certain important points will briefly be highlighted. 5 .. 5 Re,
As discussed in section 5.1, teachers need to keep in mind that learners need
112
to experience success in Mathematics to help them become confident users of
Ma
mathematics. Keeping in mind that poor feedback and negative comments can As mentionE
result in math anxiety, the influence of proper, timeous feedback in Mathematics information
should always be a primary concern of the Foundation Phase teacher. Research will be high]
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE' 5
on the kind of feedback that learners in Singapore prefer in Mathematics has
, which cannot shown that learners find enhancedfeedback more helpful than crosses and ticks at
: strengths and the answers on their Mathematics worksheet. Enhanced feedback in short means
ssment of their that the teacher's written feedback is aimed at clarifying learners' misconceptions,
can see where focusing them on the correct process to be followed and self-regulation for future
:l reason when learning (Kwee Bee & Kaur 2014).
,lves. Below is The following tips should come in handy when giving enhanced f eedback to
ttics. This self­ learners about their mathematical endeavours:
areas, e.g. pat- 1. Only focus feedback on a portion of the exercise - it is most disheartening to
young learners to see an explosion of red pen critique on their written activi­
ties, or even worse, all the red crosses indicating their incapability to arrive at
the correct answer. It is therefore suggested that teachers should only mark the
first few sums and then give written feedback such as "This is what you should
try next time ...".
2. Keep only the essential in mind - young learners cannot comprehend a lot of
feedback on different aspects of the work. If the instruction required learners
to extend a certain pattern, refrain from giving feedback on other aspects such
as neatness or handwriting.
3. As discussed in section 5.3.7.1, teach learners to give feedback to each other
- although this might seem an arduous task with young learners, it should be
kept in mind that learners learn to understand their own strengths and weak­
nesses by assessing their peers.
4. Comment rather than correct Wolpert-Gawron (2011) reminds teachers that
it is the learners' own task to correct their errors. In fact, learners will learn
more from their errors if they were led to the correct answers by a teacher that
gives them hints such as "there are three patterns in this exercise that do not
consist of three elements each time".
5. Create a key of feedback symbols if learners cannot yet read your feedback
- identify the most common errors that you predict your learners will make
and develop a key of symbols that you can use instead of writing sentences
(Wolpert-Gawron 2011).
possible mea- 6. Let learners give feedback to the teacher as well - give learners a way to give
10matical con­ feedback to you. If they see the teacher's positive reaction to the feedback they
, for a special give to her on her lesson, they will also learn to react positively to feedback
(Wolpert-Gawron 2011).
7. Provide feedback fast - Foundation Phase learners cannot wait a long time for
feedback to get to them. For example, if they did an exercise shortly before the
holiday commences, try to give the feedback before the holiday starts. Very few
learners will remember the exercise or make sense of the feedback if a week or
ers which cer­ more has elapsed.
l addressed in
10 highlighted. 5.5 Recording and reporting the results of
learners need
dent users of Mathematics assessment 113

omments can As mentioned in the previous section, Chapters 2 and 3 already supplied extended Jj
Mathematics information on the reporting of assessment results; thus only a few important facts
� .g
> <l.
@
her. Research will be highlighted here.
 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

Proper and correct recording of learners' mathematical performance is an After all recc
important part of the assessment procedure. As a lot of mathematical exercises for the teacher,
in the Foundation Phase are practical in nature, it is important that a record be as the educatio
kept of the learners' practical performances in an observation book. Day-to-day As mentione
observation of learners' practical demonstrations need to be noted precisely in caregivers are 1
the observation book, as there is no paperwork such as worksheets to refer to if out the term. A
unclear observations were noted. regular basis in
Other evidence, such as examples of learners' worksheets/workbooks, copies to parents. Pari
of rubrics (during the course of the term learners and parents should have regular throughout the
access to rubrics, which can be pasted in the learners' workbooks/worksheets), as Regular feedba
well as the teacher's observation and recording sheets, should be kept in a file so been completec
that the teacher can track the learners' progress and report on this systematically at parent eveni
to parents, the Institutional Support Team or Educational Support Services. and updating ti
According to SouthAfrican education policy, learners' performance in Mathematics Each school
in the Foundation Phase is rated against the following rating scale: of the learners
Code Descriptio111 of competence %
Summary
7 Outstanding achievement 80-100%
6
This chapter st
Meritorious achievement 70-79%
African Foundc
5 Substantial achievement 60-69%
of Mathematici
4 Adequate achievement 50-59%
and knowledge
3 Moderate achievement 40-49%
ematics discovi
2 Elementary achievement 30-39%
learners in ord
Not achieved 0-29%
place the learn
Figure 5. 7 is an example of a record sheet containing the formal assessment rating place in Mathe
for the Mathematics performance of learners taken over all the assessment tasks Following th
for one term. available to Fo
tencies. At the,
I
and it was ex:r:
Names Task I Taskl Task3 final Comments
.
: demonstrate a
·' i
•

This chapter
Numbers, Problem Counting tive assessmen
operations and solving engage and inf
relationships
activities and I
John 5 4 6 5 Understanding of kinds of skills a
number concepts
I has improved. Student acth
Morapedi 4 3 4 � Working on 1. Discuss thE
concrete level.
Phase lean
Needs more help
with word problems. 2. Read the fc
Lethlogonolo 4 3 5 4 Needs more help
You are a
I with problem solving. parent eve
!
114 of assessm
S.8 Example of a record sheet containing formal assessment rating in Write a pa1
mathematics
Source: Adapted from Department of Education (s.a.:33)
 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

1rmance is an After all recording of assessment tasks has been completed, all that is left to do
.tical exercises for the teacher, is to report the findings to the parents or other stakeholders such
at a record be as the education authorities.
)k. Day-to-day As mentioned in the first chapters of this book, it is important that parents or
1d precisely in caregivers are kept up to date with learners' performance in Mathematics through­
:s to refer to if out the term. An effort should be made by the teacher to involve the parents on a
regular basis in their child's learning. That way, the report card will be no surprise
<:books, copies to parents. Parents have the right to be kept up to date with their child's progress
d have regular throughout the term so that plans can be put in place if a learner needs support.
rnrksheets), as Regular feedback sent home after a Mathematics activity or assessment task has
ept in a file so been completed, and parent conversations per telephone, per letter sent home or
systematically at parent evenings are some suggestions for making regular contact with parents
ervices.
and updating them on their child's progress.
a Mathematics
Each school has its own format for the report card, which contains all the marks
of the learners in all subjects of the Foundation Phase for a given term.
Summary
This chapter started out with a discussion of the difficulties experienced in South
African Foundation Phase classrooms with the teaching, learning and assessment
of Mathematics. It was noted that teachers often fail to assess the kinds of skills
and knowledge which have lasting value for learners in the early years of math­
ematics discovery, and teachers therefore have to understand the context of their
learners in order to assess effectively. It was further noted that teachers should
place the learner at the centre of all teaching, learning and assessment that take
1ssment rating place in Mathematics.
essment tasks Following this was a discussion of the different types, forms, methods and tools
available to Foundation Phase teachers to assess learners' mathematical compe­
tencies. At the end of this chapter examples of formative assessment were offered
and it was explained that these assessment tasks require learners to learn and
nents
demonstrate a variety of skills and knowledge such as peer and self-assessment.
This chapter was presented in order to show how teachers might design forma­
tive assessment activities for use in their classrooms. These assessment activities
engage and inform the learner on what is regarded as important in mathematical
activities and perhaps, most importantly, teaches Foundation Phase learners the
tanding of kinds of skills and knowledge which teachers want them to master in mathematics.
- concepts
roved. Student activities
g on 1. Discuss the three "types" of knowledge in Mathematics that Foundation
e level.
11ore help
Phase learners will display in their assessment activities.
,rd problems. 2. Read the following scenario and answer the question that follows:
11ore help You are a Foundation Phase teacher and need to explain to parents at a
)blem solving. parent evening what it means to say that you place the learner at the centre
of assessment 11s
it rating in Write a paragraph explaining what you will tell the parents. ITT
c�
(/) :.:::

"' ,
,-u.
@
 CHAPTER 5 ASSESSMENT OF MATHEMATICS IN THE FOUNDATION PHASE

3. Read the following scenario and answer the question that follows: OECD /CERI II
Assessmen
You are asked to explain to student teachers in what way good assessment can
Assessmen
support learners in their mathematical competency.
Century: R1
Describe how good assessment supports mathematical competency. Available a
4. Supply five hints to teachers that explain how enhanced feedback to learners educeri21s
can contribute to optimal learning in Mathematics. 8 August 2
5. Math anxiety in y oung learners can be curbed through proper assessment Southern Earl
practices. Reflect on this statement. Assessing 1
young chil1
southernea
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759 (accessed on
FOREWORD
The Department of Basic Education has pleasure in releasing a subject exemplar booklet
for School Based Assessment (SBA) to assist and guide teachers with the setting and
development of standardised SBA tasks and assessment tools. The SBA booklets have
been written by teams of subject specialists to assist teachers to adapt teaching and
learning methods to improve learner performance and the quality and management of
SBA.

The primary purpose of this SBA exemplar booklet is to improve the quality of teaching
and assessment (both formal and informal) as well as the learner’s process of learning
and understanding of the subject content. Assessment of and for learning is an ongoing
process that develops from the interaction of teaching, learning and assessment. To
improve learner performance, assessment needs to support and drive focused, effective
teaching.

School Based Assessment forms an integral part of teaching and learning, its value as a yardstick of effective quality
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remediation, but it also assists to improve the quality of teaching and learning. The information provided through quality
assessment is therefore valuable for teacher planning as part of improving learning outcomes.

Assessment tasks should be designed with care to cover the prescribed content and skills of the subject as well as
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ensure that the learner understands the content and has been exposed to extensive informal assessment opportunities
before doing a formal assessment activity.

The exemplar tasks contained in this booklet, developed to the best standard in the subject, is aimed to illustrate best
practices in terms of setting formal and informal assessment. Teachers are encouraged to use the exemplar tasks as
models to set their own formal and informal assessment activities.

MR HM MWELI
DIRECTOR-GENERAL
DATE:

1
The Programme of Assessment (POA) for Grades 1 to 3 is aligned to the Curriculum and Assessment Policy Statement (CAPS). The POA for each term includes
exemplar Assessment frameworks which give an overview of the skills and concepts which should be assessed in each term. Assessment frameworks are
useful tools for planning an assessment task or an activity and must not be limited to written tests only. Assessment frameworks should enable the teacher to
identify the following:

x content, knowledge, concepts and skills that need to be assessed;

x forms of assessment that will be relevant for the assessment activity;
x design of the activity (questions and cognitive levels);
x recording tools that will be used; and
x resources that can be used for the assessment task.

The assessment tasks for each term has been repackaged into an Assessment Framework which gives a comprehensive overview of the concepts/skills to be assessed, the
forms of assessment and the assessment tools to be used as well as an indication of when the assessment activities should be done. Assessment tasks in Mathematics need to
include activities and exercises that are not language based, and not reading dependent, to reflect the real abilities of these learners. However, cognisance should also be taken
of what is being assessed. Certain knowledge and skills are best assessed with particular forms of assessment. Different forms of assessments are appropriate to assess the
skills and concepts necessary for different topics.

The Assessment Framework gives an overview of the concepts and skills to be assessed in all five topics in each term. The activities cover both Assessment for
learning (informal assessment) and Assessment of learning (formal assessment) for the term. However, not everything in the curriculum needs to be formally
assessed or formally reported on. Numbers, Operations and Relationships make up 65%; 60% and 58% of Mathematics in Grades 1 – 3 respectively. This means
that about 60% of the formal assessment each term and for the year should be focused on Numbers, Operations and Relationships.
The formal assessment activities should not be seen as a single event or test. Some of the criteria can be assessed at the same time, but others will be assessed
at different times. For example, if learners’ skip counting skills are being assessed, their ability to do the following could be assessed in the same exercise or event:

ƒ Complete counting sequences

ƒ Say, read and write number symbols
ƒ Counting forward and backward in multiples of 10s, 5s, 2s etc .

2
 The formal assessment should reflect a variety of forms of assessment such as oral, practical observation and written activities. These may be short activities that are
aggregated to make up a task that are completed over a few sessions. Assessment activities should be done in many ways to ensure that each learner is able to demonstrate
what he or she has learnt, knows and can do through:

ƒ one-on-one engagements with the teacher with respect to Mental Mathematics, rapid recall of number bonds, verbalising a problem solving strategy, an
oral response to a Mathematics poster;
ƒ practical activity (sorting out concrete objects according size, shape, quantity, etc.);
ƒ completing a written activity independently;
ƒ individual response to problem solving.

For example, if an assessment task includes both solving problems by grouping or sharing, and assessing learners’ ability to measure capacity; it is more likely
that these aspects of Mathematics will be assessed at different times and in different ways.

The forms of assessment used should be age and developmentally appropriate. Formal assessments must cater for a range of cognitive levels and abilities of learners.

When planning and implementing an assessment activity the teacher should ensure that:
ƒ the content, concepts and skills that are being assessed are aligned to curriculum and are grade appropriate;
ƒ the content, skills and concepts have already been taught and different examples are used for the assessment activity;
ƒ differentiated assessment practices should be used to accommodate all ability levels and learning styles;
ƒ resources are available for learners to enable them to complete the activity;
ƒ the evidence is recorded (checklists, rubrics, learner’s class work books, worksheets, etc.);
ƒ scores are recorded and are aggregated to inform the learner’s achievement level in each term,
ƒ follow up interventions for under-performing learners and enrichment activities for top performing are catered for .

3
 IMPLEMENTATION OF SOUTH AFRICAN SCHOOL ADMINISTRATION AND MANAGEMENT SYSTEMS
(SA-SAMS)
The weightings in the CAPS will be used to inform the implementation of SA-SAMS in Grades 1 to 3. Table 2 indicates the weightings to be used in SASAMS.

TABLE 2: IMPLEMENTATION OF SA-SAMS AND WEIGHTING OF CONTENTS AREAS

Weightings per Content Area SA-SAMS weightings
Content Area
Grade 1 Grade 2 Grade 3 Grade 1 Grade 2 Grade 3
Numbers, Operations and Relationships 65% 60% 58% 65% 60% 58%
Patterns, Functions and Algebra 10% 10% 10% 10% 10% 10%
Space and shape 11% 13% 13% 11% 13% 13%
Measurement 9% 12% 14% 9% 12% 14%
Data Handling 5% 5% 5% 5% 5% 5%
Aggregate Term 1: 25% Term 2: 25% Term 3: 25% Term 4: 25%

Table 3 gives an overview of the number of the suggested activities which should be assessed formally in each of the five Content Areas in Terms 1 to 4 in each
grade. This mapping will inform the capturing of the assessment data on SASAMS for Mathematics in Grades 1 to 3.


4


TABLE 3 : Overview of the Programme of Assessment: Suggested Recordings for SASAMS

Grade 1
Content areas Term 1 Term 2 Term 3 Term 4
Numbers Operations 2 Orals and 1 Practical 2 Orals and Practicals 3 Orals and 2 Practicals 1 Oral and Practical
and Relationships 1 Written 1 Written 1 Written 1 Written
Patterns, Functions 1 Oral and practical 1 Oral and practical 1 Oral and practical
1 Written
and Algebra 1 Written 1 Written 1 Written
1 Oral and Practical
Space and Shape 1 Oral and Practical 1 Oral and Practical 1 Oral and Practical
1 Written
Measurement 1 Oral and Practical 1 Oral and Practical 1 Oral and Practical 1 Oral and Practical
Data Handling 1 Oral and Practical 1 Written 1 Oral and Practical 1 Written

Grade 2
Content areas Term 1 Term 2 Term 3 Term 4
Numbers Operations 1 Oral 3 Orals and 2 Practicals 2 Orals and Practicals 2 Orals
and Relationships 1 Written 1 Written 1 Written 1 Written
Patterns, Functions 1 Oral and practical
1 Written 1 Written 1 Written
and Algebra 1 Written
1 Oral and Practical 1 Oral and Practical
Space and Shape 1 Oral and Practical 1 Written
1 Written 1 Written
1 Oral and Practical
Measurement 2 Orals and Practicals  1 Written 1 Written
1 Written
Data Handling 1 Written 1 Written 1 Written 1 Written


5


Grade 3
Content areas Term 1 Term 2 Term 3 Term 4
Numbers Operations 2 Orals and 1 Practical 3 Orals and 1 Practical 2 Orals and 1 Practical 2 Orals
and Relationships 1 Written 1 Written 1 Written 1 Written
Patterns, Functions 1 Oral 1 Oral
1 Written 1 Written
and Algebra 1 Written 1 Written
1 Oral and Practical 1 Oral and Practical
Space and Shape 1 Written 1 Written
1 Written 1 Written
2 Orals and Practicals 1 Oral and Practical
Measurement 1 Written 1 Written 1 Written
1 Written
Data Handling 1 Written 1 Written 1 Written 1 Written


6
Grade 1

7
 Mathematics: Programme of Assessment: Grade 1 : Term 1
Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Counting Rubric 5
ƒ Counts out 10 objects reliably, saying the names in sequence
By end of the
ƒ Count forwards and backwards in ones from any number between 1 and 20 Oral
Term
Mental Maths Checklist n/a
Numbers, Operations and Relationships

ƒ Compare numbers up to 10 and say which is 1 and 2 more or less.

Order Numbers
ƒ Describes, and orders numbers to 5 from smallest to greatest and greatest to smallest 5
(using a number line)
Number symbols and names
ƒ Writes number symbols up to 5 Class work
5
ƒ Recognises and identifies number names up to 5 Written book/ By week 8
ƒ Compares a collection of objects, more than, less than, is equal to Worksheet
Context Free Calculations
ƒ Adds up to 5
5
ƒ Subtracts from 5 (no operational symbols) using techniques like drawing and concrete
number line
Solve Problems in Context Oral and By end of the
ƒ Solves word problems in context and explains own solution to problems involving Checklist n/a
Practical Term
addition, subtraction, repeated addition, equal sharing and grouping with answers up to 5
Geometric Patterns
Patterns, Functions

ƒ Copies, extends and describes in words simple patterns made with physical objects, by Oral and By end of the
Checklist n/a
Practical Term
& Algebra

drawings
Number Patterns Class work
ƒ Copy, extend and describe simple number sequences to at least 20. ( counting forward Written book/ 5 By Week 8
and backward) Worksheet

Position and direction Oral and By end of the

Shap
Spac

Rubric 5
e&

ƒ Describes the position of one object in relation to another using language such as next Practical Term
to, on top of etc.

8
 ƒ Follows directions and instructions to place one object in relation to another.
3D objects
ƒ Describes, sorts and compares 3-D objects in terms of size, colour Checklist n/a
ƒ Recognises and names 3-D objects - ball shapes (spheres), box shapes (prisms)
Time
ƒ Orders regular events Daily Routine
ƒ Describes when something happens using language e.g. morning, afternoon, night,
early, late Checklist n/a
Telling the time
ƒ Names and sequence days of week and months of year
Measurement

Time
ƒ Orders regular events Daily Routine Oral and
ƒ Describes when something happens using language e.g. morning, afternoon, night, Practical
Checklist n/a By end of the
early, late
Term
Telling the time
ƒ Names and sequence days of week and months of year
Mass - non-standard measures
ƒ Measures and compares mass of three or more objects.: Uses language heavy/light; Rubric 5
lighter, heavier
ƒ Collects and sorts everyday physical objects according to criteria given by teacher
handling

Oral and
Data-

Represents data Checklist n/a

ƒ Draws a picture of the sorted objects and describes the sorted collection Practical

Teacher note:
Grade 1 learners cannot be expected to do a long written activity. The written activities may be divided into 2 or 3 smaller parts and done in small groups . Written activities
should include at least 1 example of each skill/concept and should be done in a worksheet format. The skills to be assessed in a written format should be done in 1
worksheet for Numbers, Operations and Relationships and Patterns. For Word problems refer to the problem types in CAPS Pages 45-46.
TOTAL SCORE 35
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.

9
 
9
8
7
6
5
4
3
2
1

11
10
‡ - almost

8 - not yet

Names of learners
9- achieved

Date
Count forwards and backwards in ones from
any number between 1 and 20

Mental Maths: Compare numbers up to 10 and

say which one and 2 more or less

Solves word problems in context and explains

Relationships

own solution to problems involving addition,

Numbers, Operations &

subtraction, repeated addition, equal sharing and

grouping with answers up to 5

Copies, extends and describes in words simple

patterns made with physical objects, by drawings
Patterns,
Functions
& Algebra

3D objects
Describes, sorts and compares 3-D objects in

10
terms of size, colour
Recognises and names 3-D objects - ball
Space & Shape

shapes (spheres), box shapes (prisms)

Orders regular events Daily Routine

Describes when something happens using

language e.g. morning, afternoon, night, early,
Mathematics: GRADE 1: TERM 1: Checklist

late

Names and sequences days of week and

Measurement

months of year

Measures length, width or height using informal

measures: Uses language to talk about the
comparison

Collects and sorts everyday physical objects

according to criteria given by teacher
Data-
handling

Draws a picture of the sorted objects and

describes the sorted collection
Comments
 9
8
7
6
5
4
3
2
1

12
11
10
Names of learners
Score
Date
Oral and Practical : Counting

5
Counts out 10 objects reliably, saying
the names in sequence

Written : Order Numbers

5

Describes, and orders numbers to 5

Written: Number symbols and

names Writes number symbols up to
5

5, Recognises and identifies number

names up to 5

Written: Context Free Calculations

Numbers, Operations & Relationships

Adds up to 5, Subtracts from 5 (no

5

operational symbols) using techniques

like drawing and concrete number line

11
20

Total
Written : Number Patterns
Copy, extend and describe simple
5

number sequences to at least 20.

Patterns,
Functions
& Algebra

( counting forward and backward)

Oral and Practical Position &direction

Describes the position of one object in
relation to another
5

Follows directions and instructions to

place one object
Space & Shape

in relation to another.

Oral and Practical : Mass

5

Measures and compares mass of

three or more objects
Measurement
Mathematics: GRADE 1: TERM 1: Scores using rubrics and written recording – Recording Sheet
Comments
 Mathematics: Grade 1 :Term 1 Suggested Rubrics
Numbers, Operations & Relationships
Activity (oral) 1 2 3 4 5
Counts out 10 objects reliably, Counts out 2-3 objects, Counts out 4-5 objects, saying Counts out 6-7 objects, saying the Counts out 8-9 objects reliably, Counts out 10 objects
saying the names in sequence. saying the names in the names in sequence. names in sequence. saying the names in sequence. reliably, saying the
sequence. Counts number names in sequence
by saying them randomly. with speed and
accuracy.

Space & Shape

Activity (practical) 1 2 3 4 5
Follows directions and instructions Able to point out objects Follows directions and . Follows directions and Follows directions and Follows directions and
to place one object in relation to mentioned but does not have instructions to place one object in instructions to place one object in instructions to place one object instructions to place
another. Describes at least 4 the language to describe the relation to another and describes relation to another and describes 2 in relation to another and one object in relation
positions of one object in relation positional relationship or 2 of 4 positions of the object of 4 positions of the object using describes 3 of 4 positions of to another and
to another using language such as follow the instructions. using language correct language the object using correct describes 4 positions
next to, on top, under, in front language of the object using
correct language
Measurement
Activity (practical) 1 2 3 4 5
Mass - non-standard measures Needs support to identify Measures mass of three objects Measures and compares mass of Measures and compares mass Measures and
Measures & compares mass of and use language to but needs support with language three or more objects and knows of three or more objects and compares mass of
three or more objects & knows & compare heavy/light etc to talk about 1 of 4 comparisons and uses language to talk about 2 knows and uses language to three or more objects
uses language to talk about 4 of 4 comparisons talk about 3 of 4 comparisons and knows and uses
comparisons language correctly language correctly to
heavy/light; lighter, heavier talk about 4
comparisons



12
 Mathematics: Programme of Assessment: Grade 1 : Term 2
Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Counting
ƒ Counts out objects reliably to 20
ƒ Counts forwards and backwards in 1s between 1 up to 50
Checklist n/a By end of the
ƒ Counts forwards in multiples of 10s and 5s up to 50 Oral
Term
Mental Maths
ƒ Compare numbers up to 10 and say which is ͳ and ʹ more or less
ƒ Practise number bonds to 5
Number Concept Development
ƒ Write number symbols 1 to 10 Class work
Numbers, Operations and Relationships

ƒ Write number names 1 to 10 Written book/ 5 By Week 8

ƒ Uses language to describe relative size of numbers: before, after, between Worksheet
ƒ Orders numbers 1 – 10 from smallest to greatest
ƒ Recognise, identify and read number symbols 1 to 50 By end of
Oral Checklist n/a
ƒ Compares the size of numbers up to 10 using language e.g. more than, fewer than etc. Term
Solve Problems in context
ƒ Involving addition, subtraction with answers up to 10 using one of the following:
- apparatus & - drawings Class work 5 By Week 8
Written
- number lines book/
(at least 1 addition and subtraction word problem to be formally assessed in the Term) Worksheet

ƒ Equal sharing and grouping with whole numbers up to 10 and with answers that may Practical By end of
include remainders using: Checklist n/a
Term
- apparatus & drawings
Calculations (Context free)
ƒ Does addition up to 10
ƒ Does subtraction from any number 10 or fewer Class work
Written book/ 5 By Week 8
ƒ Does repeated addition to 10 using one of the following ( apparatus & drawings)
Worksheet
ƒ Write number sentence using +, -

Money By end of the

Practical Rubric 5
ƒ Recognises South African currency coins 10c, 20, 50c, R1, R2; R5 Term


13
 Geometric Patterns
Copy, extend and describe in words Oral, and By end of the
Checklist n/a
& Algebra
Functions
Patterns,
ƒ simple patterns made with physical objects practical Term
ƒ simple patterns made by drawings lines, shapes or objects
Number Patterns
Class work book
ƒ Completes number sequences of counting in 1’s up to 50 forwards and backwards Written 5 By Week 8
worksheet
ƒ Completes number sequences of counting in 10’s up to 50 forwards and backwards
2 - D shapes
Space &

Rubric 5 By Week 8
Shape

ƒ Identifies and names 2-D shapes - circles, triangles, squares Oral and
ƒ Describes, sorts and compares 2-D shapes in terms of size, colour, straight, sides, round Practical By end of the
Checklist n/a
sides Term
Capacity/ volume
Estimates, measures, compares, orders and records the capacity of containers by using Rubric 5
non-standard measures using language full, empty etc
Measurement

Passing of time
ƒ Compares lengths of time using language e.g. longer, shorter, faster, slower Oral and By end of the
ƒ Sequences events using language such as yesterday, today, tomorrow Practical Term
Telling the time Checklist n/a
ƒ Describes when something happens using language e.g. morning, afternoon, night,
early, late
ƒ Names and sequences days of week and months of year
Represent sorted objects
handling

ƒ Collects and sorts everyday physical objects.

Data-

Class work book

ƒ Draws a picture of the sorted objects and give reasons for how the collection was sorted Written 5 By Week 8
Worksheet

Teacher note:
Grade 1 learners cannot be expected to do a long written activity. The written activities may be divided into 2 or 3 smaller parts and done in small groups. Written activities
should include at least 1example of each skill/concept and should be done in a worksheet format. The skills to be assessed in a written format should be done in 1
worksheet for Numbers, Operations and Relationships , Patterns and Data Handling. For Word problems refer to the problem types in CAPS Pages 45-46.
TOTAL SCORE 40
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.


14
 


9
8
7
6
5
4
3
2
1

11
10
‡ - almost

8 - not yet

Names of learners
9- achieved

Date
Counts out objects reliably to 20

Counts forwards and backwards in 1s between

1 up to 50, Counts forwards in multiples of 10s
and 5s up to 50
Compare numbers up to 10 and say which is 1
and ʹ more or less Practise number bonds to 5

Equal sharing and grouping with whole numbers

up to 10 and with answers that may include
remainders by one of the following:
- apparatus & - drawings
Numbers, Operations & Relationships

Recognise, identify and read number symbols 1

to 50, Compares the size of numbers up to 10
using language e.g. more than, fewer than etc.

15
Geometric Patterns
Copy, extend and describe in words
simple patterns made with physical objects
simple patterns made by drawings lines,
Patterns,
Functions
& Algebra

shapes or objects

Describes, sorts and compares 2-D shapes in

Mathematics: GRADE 1: TERM 2: Checklist

terms of size, colour, straight, sides, round

Shape
Space &

sides
Passing of time
Compares lengths of time using language e.g.
longer, shorter, faster, slower
Sequences events using language such as
yesterday, today, tomorrow

Telling the time

Measurement

Describes when something happens using

language e.g. morning, afternoon, night, early,
late, Names and sequences days of week and
months of year
Comments
 

9
8
7
6
5
4
3
2
1

12
11
10
Names of learners
Score
Date
5
Oral and Practical
Recognises South African currency coins
Written: Number Concept Development
Write number symbols 1 to 10, Write number

5
names 1 to 10, Uses language to describe
relative size of numbers: Orders numbers
Written: Calculations (Context free)
Does addition up to 10
Does subtraction from any number 10 or
5

fewer, Does repeated addition to 10 using

one of the following ( apparatus & drawings)
Relationships

Write number sentence using +, -

Numbers, Operations &

Written: Solve Problems in context

Involving addition, subtraction with answers
5

up to 10
20

Total

16
Written
Completes number sequences of counting
5

in 1’s up to 50 forwards and backwards

Patterns,

Completes number sequences of counting

Functions
& Algebra

in 10’s up to 50 forwards and backwards

Oral and Practical

5

2 - D shapes
Shape
Space &

Identifies and names 2-D shapes

Oral and Practical

Capacity/ volume
5

Estimates, measures, compares, orders and

records the capacity of containers by using
Measurement

non standard measures using language

Written
Collects and sorts everyday physical objects.
5
Data -

Draws a picture of the sorted objects and give

handling

reasons for how the collection was sorted

Mathematics: GRADE 1: TERM 2: Scores using rubrics and written recording – Recording Sheet
Comments
 Mathematics: Grade 1 :Term 2 Suggested Rubrics
Numbers, Operations & Relationships
Activity (oral) 1 2 3 4 5
Money Is able to recognise 2 of the Recognises 3 of the 6 South Recognises 4 of the 6 South Recognises 5 of the 6 South Recognises the 6 of the
Recognises the 6 South African 6 South African currency African currency coins correctly African currency coins correctly African currency coins South African currency
currency coins 10c, 20, 50c, coins with support correctly coins correctly
R1, R2; R5
Space & Shape
Activity (practical) 1 2 3 4 5
2 - D shapes Is only able to identify a Identifies 2-D shapes - circles, Identifies and names 2-D shapes - Identifies and names 2-D and Identifies names and
Identifies and names 2-D circle triangles, squares but confuses circles, triangles, squares describes 2 properties describes 3 properties of 2-
shapes - circles, triangles, the names correctly shapes - circles, triangles, D shapes - circles, triangles,
squares squares correctly squares correctly
Measurement
Activity (practical) 1 2 3 4 5
Capacity/ volume Needs support to recognise Measures and compares the Estimates ,measures, and Estimates, measures and Estimates, measures,
Estimates, measures, the capacity of a container capacity of containers with compares the capacity of compares the capacity of compares, orders and
compares, orders and records that is full /empty support. containers correctly containers and using records the capacity of
the capacity of containers by language correctly to talk containers using language
using non-standard measures about comparisons correctly to talk about
using language full, empty etc comparisons

17
 Mathematics: Programme of Assessment: Grade 1 : Term 3
Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Counting
ƒ Estimates and counts out objects reliably to 40 by using the strategy of grouping
Checklist n/a
ƒ Counts forwards and backwards in Ones from any number between 0 and 80
ƒ Counts forwards in multiples of 10s , 2s and 5s between 0 and 80
Mental Maths Oral By end of the
Rubric 5 Term
ƒ Recalls addition and subtraction facts to 5
Numbers, Operations and Relationships

Number symbols and number names

ƒ Recognises, identifies, reads and writes number names 1 to 10 Checklist n/a
ƒ Reads number symbols 1 to 80
ƒ Writes number symbols 1 to 20
Compares and orders numbers Class work
Written book/ 5 By Week 8
ƒ Describe and order numbers: from smallest to greatest and greatest to smallest, before,
Worksheet
after, in the middle/ between using the number line 0 – 15
Place value By end of the
ƒ Recognises the place value of numbers 11 to 15 Oral and
Checklist n/a Term
practical
ƒ Decomposes two-digit numbers into ten and ones.
Solve Problems in context
ƒ involving addition, subtraction with answers up to 15 using one of the following:
apparatus, drawings, number lines supported by concrete and explain solutions Class work
Written book/ 10 By Week 8
to problems
Worksheet
ƒ Solve word problems in context and explain own solution to problems involving repeated
addition with answers up to 15.

18
 Solve Problems in context
ƒ Equal sharing and grouping with whole numbers up to 15 and with answers that may Oral and By end of the
Rubric 5
practical Term
include remainders by one of the following: apparatus & drawings
Context free calculations
ƒ Does addition, repeated addition and subtraction up to 15 using one of the following: Class work
Written book/ 10 By Week 8
apparatus, drawings, number lines, doubling and halving
Worksheet
ƒ Writes a number sentence using +, =
Geometric patterns Class work
ƒ Copies, extends and describes in words simple patterns made with physical objects, by Written book/ 5
& Algebra
Functions
Patterns,

drawings lines, shapes or objects Worksheet

By Week 8
Number patterns
Oral and
ƒ Copies, extends and describes simple number sequences Checklist n/a
Practical
ƒ In 1s, 10s, 5s, 2s to at least 80
3-D objects
ƒ Describes, sorts and compares 3-D objects in terms of: size / colour / objects that roll/
Space &

Rubric 5
Shape

Practical and By end of the

objects that slide
Oral Term
Symmetry
Checklist n/a
ƒ Recognises and draws line of symmetry in 2-D geometrical and non-geometrical shapes.
Measurement

Length
ƒ Estimates, measures, compares, orders and records length using non-standard Oral and By end of the
Rubric 5
measures Practical Term
ƒ Uses language to talk about the comparison
handling
Data-

Collect and organise data Oral and By end of the

Checklist n/a
ƒ Answers questions about data in pictograph Practical Term

Teacher note:
Grade 1 learners cannot be expected to do a long written activity. The written activities may be divided into 2 or 3 smaller parts and done in small groups. Written activities
should include at least 1 example of each skill/concept and should be done in a worksheet format by Week 8 and the duration should be 30-40 minutes. The skills to be
assessed in a written format should be captured on 1 worksheet for Numbers, Operations and Relationships and Patterns. For Word problems refer to the problem types in
CAPS Pages 45-46.
TOTAL SCORE 50
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.



19
 
9
8
7
6
5
4
3
2
1

12
11
10
‡ - almost

8 - not yet

Names of learners
9- achieved

Date
Estimates and counts out objects reliably to 40
by using the strategy of grouping

Counts forwards and backwards in Ones from

any number between 0 and 80

Counts forwards in multiples of 10s , 2s and

5s between 0 & 80

Recognises, identifies, reads and writes

Numbers, Operations & Relationships

number names 1 to 10

Reads number symbols 1 to 80

Recognises the place value of numbers 11 to

15

20
Decomposes two-digit numbers into ten ones.

Copies, extends and describes simple number

sequences
In 1s, 10s, 5s, 2s to at least 80
Patterns,
Functions
& Algebra

Recognises and draws line of symmetry in 2-D

Mathematics: GRADE 1: TERM 3: Checklist

geometrical and non-geometrical shapes

Shape
Space &

Estimates, measures, compares, orders and

records length using non-standard measures
Uses language to talk about the comparison
Measurement

Answers questions about data in pictograph

Data
handling
Comments
 


9
8
7
6
5
4
3
2
1
Names of learners
Score
Date
5
Oral: Mental Maths
Recalls addition and subtraction facts to 5
Written: Compares and orders numbers
Describe and order numbers: from smallest to

5
greatest and greatest to smallest, before, after, in
the middle/ between using the number line 0 – 15

Written: Solve Problems in context Involving

addition, subtraction with answers up to 15 using
one of the following: apparatus, drawings, number
lines supported by concrete and explain solutions
10

to problems
Solve word problems in context and explain own
solution to problems involving repeated addition
with answers up to 15.

Oral and Practical: Solve Problems in context

Equal sharing and grouping with whole numbers
Numbers, Operations & Relationships

up to 15 and with answers that may include

remainders by one

21
Written: Context free calculations
10

Does addition, repeated addition and subtraction

up to 15, Writes a number sentence using +, =
35

TOTAL
Oral and Practical : Geometric patterns
Copies, extends and describes in words simple
5

patterns made with physical objects, by drawings

Patterns,
Functions
& Algebra

lines, shapes or objects

Oral and Practical: 3-D objects

5

Describes, sorts and compares 3-D objects in

Shape
Space &

terms of: size / colour / objects that roll/ objects

that slide
Practical : Length
Estimates, measures, compares, orders and
5

records length using non-standard measures

Uses language to talk about the comparison
Measurement
Mathematics: GRADE 1: TERM 3: Scores using rubrics and written recording – Recording Sheet
Comments
 Mathematics: Grade 1 :Term 3 Suggested Rubrics
Numbers, Operations & Relationships
Activity (oral) 1 2 3 4 5
Mental Maths Recalls addition Does not recall addition Recalls addition facts to 2 with Recalls addition and subtraction Recalls addition and Recalls addition and
and subtraction facts to 5 facts hesitation facts to 3 correctly subtraction facts to 4 correctly subtraction facts to 5 correctly
and rapidly and rapidly
Activity (oral) 1 2 4 5
Solve Problems in context Needs support to do word Is able to solve word problems Is able to solve word problems Is able to solve word Is able to solve word problems
Equal sharing and grouping with problems involving sharing correctly involving equal correctly involving equal sharing problems correctly involving correctly involving equal
whole numbers up to 15 and and grouping up to 5 using sharing and grouping with and grouping with whole equal sharing and grouping sharing and grouping with
with answers that may include concrete apparatus whole numbers up to 8 using numbers up to 10 and with with whole numbers up to 12 whole numbers up to 15 and
remainders by one of the concrete apparatus numbers that may include and with numbers that may with numbers that may
following: apparatus & drawings remainders using concrete include remainders using include remainders using
apparatus concrete apparatus and apparatus drawings.
apparatus.
Space & Shape
Activity (practical) 1 2 3 4 5
3-D objects Is able to sort 3 D objects Describes, sorts and compares Describes, sorts and compares 3- Describes sorts and Describes, sorts and
Describes, sorts and compares according to size with 3-D objects in terms of size, D objects in terms of 3 properties compares 3-D objects in compares 3-D objects in terms
3-D objects in terms of 5 support colour , shape size , colour and shape terms of: 4 properties size, of 5 properties size, colour ,
properties namely size, shape, colour, shape, objects that objects that roll, objects that
colour , objects that roll/ objects roll. slide correctly
that slide
Measurement
Activity (practical) 1 2 3 4 5
Length Needs support to identify Measures length using informal Measures length and height using Measures length, width and Measures length, width and
Measures length, width or and use language to measures and knows and 1 -2 informal measures and knows height using informal height using informal
height using informal measures: compare short/long, tall etc. comparisons but needs support and uses language to talk about measures and knows and measures and knows and
Knows and uses language to to use the correct language to the 3 - 4 comparisons correctly uses language to talk about uses language correctly to talk
talk about 8 comparisons e.g. compare different lengths e.g. the 5-6 comparisons correctly about 7- 8 comparisons
long, short, tall, wide and short/long
longer, shorter, taller, wider

22
 Mathematics: Programme of Assessment: Grade 1 : Term 4
Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Counting
ƒ Estimates and counts out objects reliably to 50 by using the strategy of grouping
ƒ Counts forwards and backwards in Ones from any number between 0 and 100
Checklist n/a
ƒ Compares numbers up to 20 and say which is more or less. Oral and
By end of the
Mental Mathematics practical
Term
ƒ Number bonds to 10
ƒ Counts forwards in 10s , 5s ,2s from any multiple of 10 between 0 and 100
Rubric 5
Numbers, Operations and Relationships

Number symbols and number names

ƒ Recognises, identifies, reads and writes number names 1 to 10.
ƒ Reads number symbols 1 to 100. 5
ƒ Writes number symbols 1 to 20.
Compare and order numbers
ƒ Describes, compares and orders numbers to 20 according to smaller than, greater than,
more than, less than, is equal to before, after, in the middle/ between. 5
ƒ Uses ordinal numbers to show order, place or position from first to tenth using the
number line 0 – 20.
Class work book
Place value Written By Week 8
Worksheet
ƒ Recognises the place value of numbers 11 to 19. 5
ƒ Decomposes two-digit numbers into ten and ones.
Problem solving
ƒ Solves practical problems involving equal sharing and grouping with whole numbers up
to 20 and with answers that may include remainders by one of the following: apparatus , 5
drawings, number lines
ƒ Money: Solve money problems involving totals and change to R20 and in cents up to 20c
Context free Calculation
ƒ Addition and subtraction and repeated up to 20 using one of the following: apparatus, 5
drawing, building up and breaking down numbers, number lines, doubling and halving

23
 & Algebra
Functions
Patterns,
Number patterns
ƒ Copies, extends and describes simple number sequences to at least 100 Written 5
ƒ Completes number sequences of 10s , 5s ,2s from any multiple of 10 between 0 and 100
Class work
3-D objects and 2 D shapes book/ By Week 8
Describes, sorts and compares 3-D objects in terms of: size / colour / objects that roll / Worksheet
Space & Shape

objects that slide

Written 5
Symmetry
ƒ Recognises and draws line of symmetry in 2-D geometrical and non-geometrical shapes.

2-D shapes Oral and

By end of the
ƒ Recognises and names 2-D shapes circles, triangles, squares Practical Checklist n/a
Term
Telling the time
Rubric 5
Measurement

ƒ Names and sequences days of week and months of year

Oral and
By end of the
Mass Practical n/a
Checklist Term
ƒ Use language to talk about the comparison e.g. light, heavy, lighter, heavier
handling

Class work
Data-

Collect and organise data

Written book/ 5 By Week 8
ƒ Analyses and Interprets data in a pictograph
Worksheet

Teacher note:
Grade 1 learners cannot be expected to do a long written activity. The written activities may be divided into 2 or 3 smaller parts and done in small groups. Written activities
should include not more than 2 examples of each skill/concept and should be done in a worksheet format. The skills to be assessed in a written format should be done in 1
worksheet for Numbers, Operations and Relationships, Patterns, Shape and Space and Data Handling and the duration should be 30-40 minutes. For Word problems refer
to the problem types in CAPS Pages 45-46.
TOTAL SCORE 50
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.



24
 




9
8
7
6
5
4
3
2
1

11
10
‡ - almost

8 - not yet

Names of learners
9- achieved

Date
Counting
Estimates and counts out objects reliably to
50 by using the strategy of grouping

Counts forwards and backwards in Ones from

any number between 0 and 100

Compares numbers up to 20 and say which is

more or less.
Numbers, Operations & Relationships

25
Mental Mathematics
Number bonds to 10

2-D shapes
Recognises and names 2-D shapes circles,
Shape

triangles, squares
Space &
Mathematics: GRADE 1: TERM 4: Checklist

Mass
Use language to talk about the comparison e.g.
light, heavy, lighter, heavier
Measurement
Comments
 
9
8
7
6
5
4
3
2
1
Names of learners
Score
Date
5
Oral: Counts forwards in 10s , 5s ,2s from any
multiple of 10 between 0 and 100
Written: Number symbols and number names
Recognises, identifies, reads and writes number

5
names 1 to 10. Reads number symbols 1 to 100.
Writes number symbols 1 to 20.
Written: Compare and order numbers
Describes, compares and orders numbers to 20
according to smaller than, greater than, more than,
5
less than, is equal to before, after, in the middle/
between. Uses ordinal numbers to show order,
place or position from first to tenth using the
number line 0 – 20.
Written: Place value
5

Recognises the place value of numbers 11 to 19.

Decomposes two-digit numbers into ten and ones.
Written: Problem solving
Solves practical problems involving equal sharing
and grouping with whole numbers up to 20 and

26
5
Numbers, Operations & Relationships

with answers that may include remainders by one

of the following: apparatus , drawings, number lines
Money: Solve money problems involving totals and
change to R20 and in cents up to 20c
Written: Context free Calculation
Addition and subtraction and repeated up to 20
5

using one of the following: apparatus, drawing,

building up and breaking down numbers, number
lines, doubling and halving
30

TOTAL
Written: Number patterns
Copies, extends and describes simple number
5

sequences to at least 100, Completes number

Patterns,

sequences of 10s , 5s ,2s from any multiple of 10

Functions
& Algebra

between 0 and 100

Written: 3-D objects
Describes, sorts and compares 3-D objects in
5
Shape

terms of: size / colour / objects that roll / objects

Space &

that slide
Mathematics: GRADE 1: TERM 4: Scores using rubrics and written recording – Recording Sheet

Practical: Telling the time

5

Names and sequences days of week and months

ment
Measure-

of year

Written: Collect and organise data

5
Data

Analyses and Interprets data in a pictograph

handling
 Mathematics: Grade 1 :Term 4 Suggested Rubrics
Numbers, Operations & Relationships
Activity (oral) 1 2 3 4 5
Counts forwards in 10s ,5s , Counts forwards in 10s up Counts forwards in 10s and Counts forwards in 10s and 5s Counts forwards in 10s ,5s , Counts forwards in 10s ,5s , 2s
2s from any multiple of 10 to 60 with support 5s up to 70 from any multiple of 10 between 2s from any multiple of 10 from any multiple of 10
between 0 and 100 0 and 80 correctly between 0 and 90 correctly between 0 and 100 with speed
and accuracy
Measurement
Activity (practical) 1 2 3 4 5
Telling the time Knows the names of only a Knows the names of the days Knows the names and days of Knows the names and days of Names and sequences days of
Names and sequences days few days of the week of the week but confuses the week and months of year but week and months of year but week and months of the year
of week and months of the names of the months confuses the sequence of the confuses the sequence of the with speed and accuracy
year days and months months.



27
Grade 2

28
 Mathematics: Programme of Assessment: Grade 2 : Term 1
Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Estimate and count at least 100 everyday objects reliably
Count forwards and backwards in:
ƒ 5s from any multiple of 5 between 0 and 100
ƒ 2s from any multiple of 2 between 0 and 100 By the end of
Oral Checklist n/a
ƒ 10s from any multiple of 10 between 0 and 100 the term
Numbers, Operations and Relationships

Mental Maths: Recall addition and subtraction facts to 10

Number symbols and number names
ƒ Recognise, identify and read number symbols 0 to 200
ƒ Write number symbols for the number values up to 100
ƒ Write number names for the number symbols up to 25
ƒ Compare and order whole numbers up to 25
Place value 10
ƒ Decompose two-digit numbers of numbers 11 to 25 into multiples of 10 and ones/ units Class work
Context free calculations Written book/ By Week 8
ƒ Addition and subtraction up to 20 Worksheet
Solves Problems in context solving
ƒ Addition and subtraction up to 20
ƒ Repeated addition with answers up to 20 10
ƒ Grouping and sharing leading to division with whole numbers up to 20 that may include
remainders
Geometric patterns
& Algebra

Class work
Functions
Patterns,

ƒ Copy and extend simple patterns using physical objects and drawings By the end of
Written book/ 5
Number patterns the term
Worksheet
ƒ Completes number sequences in multiples of 2’s, 5’s.10’s up to 100

3-D objects
Space &

ƒ Recognise and name 3-D objects in the classroom and in pictures – ball shapes Oral and
Shape

Rubric 5 By the end of

(spheres)/ box shapes (prisms) practical
the term
ƒ Identify, sort and compare 3-D objects in terms of size/ objects that roll/ objects that slide

29
 Telling the time
ƒ Place birthdays, religious festivals, public holidays, historical events, school events on a
n/a
Measurement calendar Checklist
Tell 12-hour time in hours and half hours on analogue clocks Oral and By the end of
ƒ Calculate length of time and passing of time using clocks to calculate length of time in Practical the term
hours or half hours
Length
ƒ Estimate, measure, compare, order and record length using non-standard measures Rubric 5
handling

Class work
By the end of
Data-

ƒ Represent data in pictograph with one-to-one correspondence and answer questions Written book/ 5
the term
Worksheet
Teacher note:
Written examples should include at least 1-2 examples of each skill/concept and should be done in a worksheet format. The written activities for Numbers, Operations and Relationships
Patterns and Data Handling should be done in 1 worksheet format and the duration should be 30-35 minutes. The written assessment should be mediated and done in small groups (1
group per day) For Word Problems refer to the problem types in CAPS pages 61 -62
TOTAL SCORE 40
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.


30
 
9
8
7
6
5
4
3
2
1

13
12
11
10
• - almost
8 - not yet

Names of learners
9- achieved

Date
Estimate and count at least 100 everyday objects
reliably

Count forwards and backwards in: 5s from any

multiple of 5 between 0 and 100

Count forwards and backwards in: 2s from any

multiple of 2 between 0 and 100

Count forwards and backwards in: 10s from any

multiple of 10 between 0 and 100

Mental Maths: Recall addition and subtraction

facts to 10
Numbers, Operations & Relationships

31
Number symbols and number names
Recognise, identify and read number symbols
0 to 200

Recognise and name 3-D objects in the

classroom and in pictures – ball shapes
and
Space
Shape

(spheres)/ box shapes (prisms)

Mathematics: GRADE 2: TERM 1: Checklist

Place birthdays, religious festivals, public

holidays, historical events, school events on a
calendar
Tell 12-hour time in hours and half hours on
analogue clocks
Measurements

Calculate length of time and passing of time using

clocks to calculate length of time in hours or half
hours
Comments

9
8
7
6
5
4
3
2
1

12
11
10
Names of learners
Score
Date
Written: Write number symbols for the
number values up to 100,Write number
names for the number symbols up to 25

10
Written: Compare and order whole
numbers up to 25
Written: Context free calculations
Addition and subtraction up to 20
Written Solves Problems in context
solving : Addition and subtraction up to
20, Repeated addition with answers up
to , 20 . Grouping and sharing leading to
division with whole numbers up to 20
10

that may include remainders

Numbers, Operations & Relationships

Written Place value

Decompose two-digit numbers of
numbers 11 to 25 into multiples of 10
and ones/ units
20

Total

32
Written Geometric patterns: Copy and
extend simple patterns using physical
5

objects and drawings Number patterns

Patterns,

Completes number sequences in

Functions
& Algebra

multiples of 2’s, 5’s.10’s up to 100

3-D objects
Recognise and name 3-D objects in the
classroom and in pictures – ball shapes
5

(spheres)/ box shapes (prisms)

Identify, sort and compare 3-D objects in
Space & Shape

terms of size/ objects that roll/ objects

that slide

Length
Estimate, measure, compare, order and
5

record length using non-standard

measures
Measurement

Written Represent data in pictograph

5

with one-to-one correspondence and

Data
handling

answer questions
Mathematics: GRADE 2: TERM 1: Scores using rubrics and written recording– Recording Sheet
Comments
 Mathematics: Grade 2 :Term 1 Suggested Rubrics
Space and Shape
Activity (oral) 1 2 3 4 5
3-D objects Attempts to sort 3 –D’s Is able Identify, sort and Is able Identify, sort and Is able Identify, sort and Is able Identify, sort and
Identify, sort and compare according to size. compare correctly: compare correctly: compare correctly: compare correctly:
3-D objects in terms of size/ 2 3-D objects in terms of size 3 3-D objects in terms of size 4 3-D objects in terms of 5 3-D objects in terms of size,
objects that roll/ objects that slide and objects that roll, size, objects that roll, and objects that roll, and objects that
(5 3 D objects) objects that slide slide
Measurement
Activity (oral) 1 2 3 4 5
Length Needs assistance to Able to estimate, measure, Confidently and correctly Confidently and correctly Confidently and correctly
Estimate, measure, compare, estimate, measure, compare, order and record estimates, measures, compares, estimates, measures, estimates, measures, compares,
order and record length using non- compare, order and record length using informal units to orders and records length using compares, orders and orders and records length using
standard measures length using informal units measure 2 objects non-standard measures to records length using non- non-standard measures to
to measure 1 object measure 3 objects standard measures to measure 5 objects
measure 4 objects



33
 Mathematics: Programme of Assessment: Grade 2 : Term 2
Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Estimate and count at least 150 everyday objects reliably
Count forwards and backwards in:
ƒ 1s from any number between 0 and 150
Checklist n/a
ƒ 10s from any multiple of 10 between 0 and 150
ƒ 5s from any multiple of 5 between 0 and 150 By the end of
Oral
ƒ 2s from any multiple of 2 between 0 and 150 the term
ƒ Identify, recognise and read number symbols 0 to 150
Mental Mathematics
Rubric 5
ƒ Recall addition and subtraction facts to 10
Numbers, Operations and Relationships

ƒ Compare numbers to 50 and say which is 1/2/3/4 more/less Checklist n/a

Number Concept development
ƒ Write number symbols of given number values up to 150
ƒ Write number names up to 50 5
ƒ Describe, compare and order numbers to 50
ƒ Recognise place value of numbers 11 to 50
Solve word problems in context
ƒ Addition and subtraction and explain own solution to problems involving addition and
subtraction with answers up to 50.
Class work 10
ƒ repeated addition leading to multiplication with answers up to 30 Written book/ By Week 8
ƒ problems involving equal sharing and grouping up to 30 with answers that may include Worksheet
remainders
Context free calculations
ƒ Add to 50,
ƒ Subtract from 50 10
ƒ Multiply numbers 1 to 10 by 2 and 5
ƒ Use appropriate symbols (൅ǡ െǤൈǡ ൌǡ )
ƒ Doubling and halving,




34
 Money
ƒ Recognise and identify the South African coins 10c, 20c, 50c, R1, R2, R5, and bank Oral and
Checklist n/a
notes R10, R20, R50 Practical

Fractions KƌĂůĂŶĚ ŚĞĐŬůŝƐƚ ŶͬĂ

ƒ Equal sharing leading to solutions that include unitary fractions e.g. half WƌĂĐƚŝĐĂů
Geometric patterns Oral and
ƒ Describe in words simple patterns made with physical objects, drawings, of lines, shapes Checklist n/a By Week 8
Practical
& Algebra
Functions
Patterns,

or objects, groups of shapes are repeated in, exactly the same way
Number patterns Class work
ƒ Copy, extend and describe simple number sequences to at least 150. By end of the
Written book/ 5
Term
ƒ Counting forwards and backwards in: 2’s; 3’s and 4’s up to 150 Worksheet
Language of position Oral and By end of the
Space & Shape

ƒ Describe the position of one object in relation to another Checklist n/a

Practical Term
2-D shapes
ƒ Recognise and name 2-D shapes – circles/ triangles/ squares/ rectangles. Class work
Written book/ 5 By Week 8
Symmetry
Worksheet
ƒ Recognise and draw line of symmetry in 2-D geometrical shapes.
Time Class work
Calculate length of time and passing of time Written book/ 5 By Week 8
Measurement

ƒ Use clocks to calculate lengths of time in hours or half hours Worksheet

Mass
ƒ Estimate, measure, compare, order and record mass using a balancing scale and non- Oral and By end of the
standard measures Rubric 5
Practical Term
ƒ Use language to talk about the comparison e.g. light, heavy, lighter, heavier

Class work
handling
Data-

ƒ Answer questions from a pictograph with one-to-one correspondence Written book/ 5 By Week 8
Worksheet
Teacher note:
Written examples should include at least 1-2 examples of each skill/concept and should be done in a worksheet format. The written activities for Numbers, Operations and Relationships
Patterns, Shape and Space, Measurement and Data Handling should done in 1 worksheet format and the duration should be 30-35 minutes. The written assessment should be mediated
and done in small groups (1 group per day) For Word Problems refer to the problem types in CAPS pages 61 -62
TOTAL SCORE 55
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.



35
 
9
8
7
6
5
4
3
2
1

11
10
• - almost
8 - not yet

Names of learners
9- achieved

Date
Estimate and count at least 150 everyday objects
reliably

Count forwards and backwards in: 1s from any

number between 0 and 150

Count forwards and backwards in: 10s from any

multiple of 10 between 0 and 150

Count forwards and backwards in: 5s from any

multiple of 5 between 0 and 150
Count forwards and backwards in: 2s from any
multiple of 2 between 0 and 150

Compare numbers to 50 and say which is 1/2/3/4

36
more/less
Numbers, Operations & Relationships

Money
Recognise and identify the South African coins
10c, 20c, 50c, R1, R2, R5, and bank notes R10,
R20, R50
Fractions
Equal sharing leading to solutions that include
unitary fractions e.g. half
Mathematics: GRADE 2: TERM 2: Checklist

Geometric patterns
Describe in words simple patterns made with
physical objects, drawings, of lines, shapes or
Patterns,
Functions

objects, groups of shapes are repeated in, exactly

& Algebra

the same way

Language of position
Describe the position of one object in relation to
Shape
Space &

another
Comments
 
9
8
7
6
5
4
3
2
1

12
11
10
Names of learners
Score
Date
Mental Mathematics

5
Recall addition and subtraction facts to 10

Number Concept development

Write number symbols of given number values

5
up to 150, Write number names up to 50
describe, compare and order numbers to 50
Recognise place value of numbers 11 to 50
Solve word problems in context (refer to
CAPS) ; Addition and subtraction and explain
own solution to problems involving addition and
subtraction with answers up to 50. Repeated
10
addition leading to multiplication with answers
up to 30. Problems involving equal sharing and
grouping up to 30 with answers that may include
remainders
Numbers, Operations & Relationships

Context free calculations: (CAPS)

Add to 50, Subtract from 50, Multiply numbers 1
10

to 10 by 2 and 5, Use appropriate symbols

(൅ǡൈǡ ൌǡ ), Use appropriate symbols
(൅ǡ െǡ ൌǡ ), Doubling and halving,
30

TOTAL

37
Written Number patterns
Copy, extend and describe simple number
5

sequences to at least 150. Counting forwards

Patterns,
Functions
& Algebra

and backwards in: 2’s; 3’s and 4’s up to 150

Written 2-D shapes

Recognise and name 2-D shapes – circles/
triangles/ squares/ rectangles.
5

Written Symmetry
Space & Shape

Recognise and draw line of symmetry in 2-D

geometrical shapes.
Written Time
Calculate length of time and passing of time
5

Use clocks to calculate lengths of time in hours

or half hours

Mass
Measurement

Estimate, measure, compare, order and record

mass using a balancing scale and non-standard
Mathematics: GRADE 2: TERM 2: Scores using rubrics and written recording – Recording Sheet

Written Answer questions from a pictograph

5

with
Data
handling

one-to-one correspondence
Comments
 Mathematics: Grade 2 :Term 2 Suggested Rubrics
Numbers, Operations and Relationships
Activity (oral) 1 2 3 4 5
Mental Maths Recall addition facts with Recalls addition and subtraction Recalls addition and subtraction Recalls addition and Recalls addition and subtraction
Recall addition and subtraction support up to 1-2 facts up to to 3-4 with facts in the up to 5-6 correctly subtraction facts up to 7- 8 facts up to 9-10 correctly and
facts to 10 hesitation correctly rapidly

Measurement
Activity (oral) 1 2 3 4 5
Estimate, measure, compare, Needs support to measure Measures and compares the Estimates, measures and Estimates, measures and Estimates, measures and
order and record mass using a and compare the mass of 1 mass of 2 objects uses compares the mass of 3 objects compares the mass of 4 compares the mass of 5
balancing scale and non- object language to talk about the using language correctly to talk objects using language objects using language
standard measures comparisons (light/heavy) about the comparisons light, correctly to talk about the correctly to talk about the
Use language to talk about the heavy, lighter/ heavier comparisons light, heavy, comparisons light, heavy,
comparison e.g. light, heavy, lighter, heavier lighter, heavier, heaviest
lighter, heavier (5 objects)


38
 Mathematics: Programme of Assessment: Grade 2 : Term 3
Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Counting : Estimate and count at least 180 everyday objects reliably
Count forwards and backwards in:
ƒ 1s from any number between 0 and 180
ƒ 10s from any multiple of 10 between 0 and 180
ƒ 5s from any multiple of 5 between 0 and 180 Oral Checklist n/a By end of
ƒ 2s from any multiple of 2 between 0 and 180 Term
ƒ 3s from any multiple of 3 between 0 and 100
ƒ 4s from any multiple of 4 between 0 and 100
Numbers, Operations and Relationships

Mental Mathematics: Rapidly recall

Rubric 5
ƒ Recall addition and subtraction facts to 15 Oral
ƒ Compare numbers to 75 and say which is 1/2/3/4 more/less Checklist n/a
Number symbols and number names
ƒ Identify, recognise and read number symbols up to 180
ƒ Write number symbols 0 to 80
ƒ Identify, recognise and reads number names 0 to 75
ƒ Write number names 0 to 75
10
Describe, compare and order numbers up to 75
ƒ Compare whole numbers and order whole numbers up to 75
Recognise place value of numbers 11 to 75 Class work
book/
ƒ Decompose two-digit numbers into multiple of tens and ones/units Written By Week 8
Worksheet
ƒ Identify and state the value of each digit
Context-free calculations
ƒ Add to 75
ƒ Subtract from 75 10
Multiply numbers 1 to 10 by 2, 5 and 3
Fractions
ƒ Recognise fractions in diagrammatic form
ƒ Write fractions as 1 half, 2 thirds


39
 Money
ƒ Solve money problems involving totals and change in cents up to 75c and rands to R75
Solve word problems in context
ƒ Explain own solution to problems involving addition and subtraction with answers up to
Class work 10
75. Written
book/
ƒ Solve word problems in context and explain own solution to problems involving repeated Worksheet
addition and to multiplication with answers up to 40.
ƒ Solve word problems in context and explain own solutions to problems that involve equal
sharing and grouping up to 75 with answers that may include remainders.

Geometric patterns
Patterns, Functions

ƒ Copy, extend and describe a geometric pattern in which the same shapes occur, but the
& Algebra

number of each kind of shape increases in a predictable way Class work 5

Number patterns: Copy, extend and describe simple number sequences to at least 180. Written book/ By Week 8
Counting forwards and backwards in: Worksheet
ƒ 3s from any multiple of 3 between 0 and 180
ƒ 4s from any multiple of 4 between 0 and 180
2-D-shapes
ƒ Recognise, name and sort into shapes with straight sides and those with round sides.
e.g. Circles, triangles, squares and rectangles Oral and By end of the
Practical Checklist n/a Term
Position and directions
ƒ Follow directions to move around the classroom
Space & Shape

Language of position
ƒ Match different views of the same everyday object
3-D Objects Class work
ƒ Recognise and name 3-D objects: ball shapes, (spheres)/ box shapes (prisms)/ Written book/ 5
By the end of
cylinders the term
Worksheet
Features of objects
ƒ Describe, sort and compare 3-D objects in terms of: size/ objects that roll/ objects that
slide
Time Class work
Measure

ƒ Tell 12-hour time in hours, half hours and quarter hours on analogue clocks
ment

book/ By the end of

Written 5
Calculate length of time and passing of time Worksheet the term
ƒ Use clocks to calculate lengths of time in hours or half hours


40
 Capacity/ Volume
ƒ Compare, order and record the capacity of commercially packaged objects whose 5
capacity is stated in litres
handling
Class work
ƒ Represent data in pictograph with 1-1 correspondence.
Data-

Written book/ 5
ƒ Answer questions about data in pictograph with one-to-one correspondence.
Worksheet
Teacher note:
Written examples should include at least 1-2 examples of each skill/concept and should be done in a worksheet format. The written activities for Numbers, Operations and Relationships
Patterns 1 worksheet format and the duration should be 30-35 minutes. The written activities for Space and Shape, Measurement and Data Handling should be done in another worksheet
and the duration should be 20-25 minutes. The written assessment should be mediated and done in small groups (1 group per day) For Word Problems refer to the problem types in
CAPS pages 61 -62
TOTAL SCORE 60
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.



41
 
9
8
7
6
5
4
3
2
1

13
12
11
10
• - almost
8 - not yet

Names of learners
9- achieved

Date Estimate and count at least 180 everyday objects

reliably

Count forwards and backwards in: 1s from any

number between 0 and 180

Count forwards and backwards in: 10s from any

multiple of 10 between 0 and 180

Count forwards and backwards in: 5s from any

multiple of 5 between 0 and 180

Count forwards and backwards in: 2s from any

multiple of 2 between 0 and 180

42
Count forwards and backwards in: 3s from any
multiple of 3 between 0 and 100
Numbers, Operations & Relationships

Count forwards and backwards in: 4s from any

multiple of 4 between 0 and 100

Compare numbers to 50 and say which is 1/2/3/4

more/less
Mathematics: GRADE 2: TERM 3 Checklist

2-D-shapes
Recognise, name and sort into shapes with
straight sides and those with round sides.

Language of position
Space & Shape

Match different views of the same everyday

object

Comments
 
9
8
7
6
5
4
3
2
1

12
11
10
Names of learners
Score
Date
Mental Mathematics: Rapidly recall: Recall addition and

5
subtraction facts to 15, Compare numbers to 75 and say
which is 1/2/3/4 more/less
Written Number symbols and number names
Identify, recognise and read number symbols up to 180,
Write number symbols 0 to 80 Identify, recognise and reads
number names 0 to 75 Write number names 0 to 75
Written :Describe, compare and order numbers up to

10
75, Compare whole numbers and order whole numbers
up to 75
Written: Recognise place value of numbers 11 to 75
Decompose two-digit numbers into multiple of tens and
ones/units Identify and state the value of each digit
Written: Context-free calculations: Add to 75, Subtract
from 75, Multiply numbers 1 to 10 by 2, 5 and 3
10

Fractions: Recognise fractions in diagrammatic form

Write fractions as 1 half, 2 thirds
Written Solve money problems involving totals and change
Numbers, Operations & Relationships

in cents up to 75c and rands, Problems involving addition

and subtraction with answers up to 75. Solve word problems
in context and explain own solution to problems involving
10

repeated addition and to multiplication with answers up to

40. Solve word problems in context and explain own

43
solutions to problems that involve equal sharing and
grouping up to 75 with answers that may include remainders
35

TOTAL
Written Geometric patterns: Copy, extend and describe
a geometric pattern , Number Patterns Counting forwards
5

and backwards in: 3s and 4s up to 180, 3s from any multiple

Patterns,

of 3 between 0 and 180, 4s from any multiple of 4 between

Functions
& Algebra

0 and 180eometric pattern in which the same shapes occur

Written Language of position: Match different views

of the same everyday object
5

Written 3-D Objects: Recognise and name 3-D objects:

ball shapes, (spheres)/ box shapes (prisms)/ cylinders,
Space & Shape

Features of objects: Describe, sort and compare 3-D

objects in terms of: size/ objects that roll/ objects that slide

Written Time, Tell 12-hour time in hours, half hours and

quarter hours on analogue clocks, Calculate length of
5

time and passing of time, Use clocks to calculate lengths

Mathematics: GRADE 2: TERM 3: Scores using rubrics and written recording – Recording Sheet

of time in hours or half hours

Written Capacity/ Volume: Compare, order and record the

Measurement


5

capacity of commercially packaged objects whose capacity

is stated in litres
Written Represent data in pictograph with 1-1
5

correspondence. Answer questions about data in pictograph

Data

with one-to-one correspondence.

handling
 Mathematics: Grade 2 :Term 3 Suggested Rubrics
Numbers, Operations and Relationships
Activity (oral) 1 2 3 4 5
Mental Maths: Recall addition Recall addition and Recalls addition and subtraction Recalls addition and subtraction Recalls addition and Recalls addition and subtraction
and subtraction facts to 10 subtraction facts with facts up to 8-9 with hesitation facts up to 11-10 correctly subtraction facts to 12-13 facts to 14-15 correctly and
support up to 5-6 correctly rapidly

44
 Mathematics: Programme of Assessment: Grade 2 : Term 4
Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Counting: Estimate and count at least 200 everyday objects reliably
Count forwards and backwards in:
ƒ 1s from any number between 0 and 200
ƒ 10s from any multiple of 10 between 0 and 200
ƒ 5s from any multiple of 5 between 0 and 200 Oral Checklist n/a
ƒ 2s from any multiple of 2 between 0 and 200 By end of
ƒ 3s from any multiple of 3 between 0 and 200 Term
ƒ 4s from any multiple of 4 between 0 and 200
Mental Mathematics: Rapidly recall
Rubric 5
ƒ Recall addition and subtraction facts to 20 Oral
Numbers, Operations and Relationships

ƒ Compare numbers to 99 and say which is 1/2/3/4 more/less Checklist n/a

Number symbols and number names
ƒ Identify, recognise and read number symbols up to 200
ƒ Write number symbols 0 to 200
ƒ Identify, recognise and reads number names 0 to 100
ƒ Write number names 0 to 100
10
Describe, compare and order numbers up to 99 By Week 8
ƒ Compare whole numbers and order whole numbers up to 99
ƒ Position objects in a line from first to twentieth or first to last Class work
Recognise place value of numbers 11 to 99 Written book/
ƒ Decompose two-digit numbers into multiple of tens and ones/units Worksheet
ƒ Identify and state the value of each digit
Context-free calculations
ƒ Add to 99, Subtract from 99
ƒ Multiply numbers 1 to 10 by 2, 5 and 3, 4 10 By Week 8
Money
ƒ Recognise and identify the South African coins 10c, 20c, 50c, R1, R2, R5, and bank
notes R10, R20, R50
Fractions Class work
ƒ Solve word problems in context and explain own solutions to problems that involve equal Written book/ 10 By Week 8
ଵ ଵ ଵ ଵ Worksheet
sharing leading to solutions that include unitary fractions e.g. ǡ ǡ ǡ ǡ etc.
ଶ ସ ଷ ହ

45
 Solve word problems in context
ƒ Explain own solution to problems involving addition and subtraction with answers up to
99.
ƒ Solve word problems in context and explain own solution to problems involving repeated
addition and to multiplication with answers up to 50.
ƒ Solve word problems in context and explain own solutions to problems that involve equal
sharing and grouping up to 100 with answers that may include remainders.
Number patterns
& Algebra
Functions
Patterns,

ƒ Copy, extend and describe simple number sequences to at least 200. Class work
Counting forwards and backwards in: Written book/ 5 By Week 8
ƒ 3s from any multiple of 3 between 0 and 200, Worksheet
ƒ 4s from any multiple of 4 between 0 and 200
2-D-shapes: Range of shapes: Recognise and name 2-D shapes
Space &

Class work By the end of

Shape

ƒ circles, triangles, squares, rectangle 5

book/ the term
Symmetry Written
Worksheet
ƒ Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes
Time
ƒ Tell 12-hour time in hours, half hours and quarter hours on analogue clocks
Length
Measurement

ƒ Estimate, measure, compare, order and record length using metres Class work
By the end of
Mass: Reading pictures of Written book/ 10
ƒ products with mass written on them bathroom scales where the needle points to a the term
Worksheet
numbered gradation line
Capacity: Reading pictures of
ƒ products with their capacity written on them in order to sequence in order of jugs where
the volume is near to a 1-litre or 2-litre gradation line
Class work By the end of
handling

Written 5
Data-

ƒ Answer questions about data in pictograph with one-to-one correspondence. book/ the term
Worksheet
Teacher note: Written examples should include at least 1-2 examples of each skill/concept and should be done in a worksheet format. The written activities for Numbers, Operations and
Relationships Patterns 1 worksheet format and the duration should be 30-35 minutes. The written activities for Space and Shape, Measurement and Data Handling should be done in
another worksheet and the duration should be 20-25 minutes. The written assessment should be mediated and done in small groups (1 group per day) For Word Problems refer to the
problem types in CAPS pages 61 -62
TOTAL SCORE 65
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.


46
 
9
8
7
6
5
4
3
2
1

13
12
11
10
• - almost
8 - not yet

Names of learners
9- achieved

Date Estimate and count at least 200 everyday objects

reliably

Count forwards and backwards in: 1s from any

number between 0 and 200

Count forwards and backwards in: 10s from any

multiple of 10 between 0 and 200

Count forwards and backwards in: 5s from any

multiple of 5 between 0 and 200

Count forwards and backwards in: 2s from any

multiple of 2 between 0 and 200

47
Count forwards and backwards in: 3s from any
multiple of 3 between 0 and 200
Numbers, Operations & Relationships

Count forwards and backwards in: 4s from any

multiple of 4 between 0 and 200

Compare numbers to 99 and say which is 1/2/3/4

more/less
Mathematics: GRADE 2: TERM 4 Checklist
Comments

 
9
8
7
6
5
4
3
2
1

10
Names of learners
Score
Date
Mental Mathematics: Rapidly recall

5
Recall addition and subtraction facts to 20
Compare numbers to 99 and say which is 1/2/3/4 more/less

Written:Number symbols and number names

Identify, recognise and read number symbols up to 200

10
Write number symbols 0 to 200
Identify, recognise and reads number names 0 to 100
Write number names 0 to 100
Written:Describe, compare and order numbers up to 99

5
Compare whole numbers and order whole numbers up to 99
Position objects in a line from first to twentieth or first to last
Written:Context-free calculations: Add to 99, Subtract from 99
Multiply numbers 1 to 10 by 2, 5 and 3, 4, Recognise and identify

10
the South African coins 10c, 20c, 50c, R1, R2, R5, and bank notes
R10, R20, R50

Written: Solve word problems in context and explain own

solutions to problems that involve equal sharing leading to
Numbers, Operations & Relationships

ଵ ଵ ଵ ଵ

own solution to problems involving addition and subtraction with

10

ଶ ସ ଷ ହ
solutions that include unitary fractions e.g. ǡ ǡ ǡ ǡetc. Explain

answers up to 99. Solve word problems in context and explain

own solution to problems involving repeated addition and to
multiplication with answers up to 50. Solve word problems in
context and explain own solutions to problems that involve equal

48
sharing and grouping up to 100 with answers that may include
remainders
40

TOTAL
Written:Number patterns
Copy, extend and describe simple number sequences to at
5

least 200. counting forwards and backwards in: 3s from any

Patterns,
Functions

multiple of 3 between 0 and 200, 4s from any multiple of 4

& Algebra

between 0 and 200

Written:2-D-shapes: Range of shapes: Recognise and

name 2-D shapes, circles, triangles, squares, rectangle
5

Symmetry: Recognise and draw line of symmetry in 2-D

geometrical and non-geometrical shapes
Space & Shape

Written:Time: Tell 12-hour time in hours, half hours and

quarter hours on analogue clocks

Written:Length: Estimate, measure, compare, order and

record length using metres
10

Written: Mass: Reading pictures of products with mass

Mathematics: GRADE 2: TERM 4: Scores using rubrics and written recording – Recording Sheet
Measurement

Written: Capacity: Reading pictures of products with their

capacity written on them

Written:Answer questions about data in pictograph with

one-to-one correspondence.
5
Data
handling
 Mathematics: Grade 2 :Term 4 Suggested Rubrics
Numbers, Operations and Relationships
Activity (oral) 1 2 3 4 5
Rapidly recall Recall addition and Recalls addition and subtraction Recalls addition and subtraction Recalls addition and Recalls addition and subtraction
subtraction facts up 10 with facts with up to 13-14 with facts up to 15-16 correctly subtraction facts up to 17-18 facts up to 19-20 correctly
Recall addition and subtraction apparatus hesitation correctly
facts to 20

49
Grade 3

50
 Mathematics: Programme of Assessment: Grade 3 : Term 1
Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Counting: Group to at least 200 objects to estimate and count reliably͘
Count forwards and backwards in:
ƒ 1s from any number between 0 and 200
ƒ 10s from any multiple of 10 between 0 and 200
ƒ 5s from any multiple of 5 between 0 and 200
ƒ 2s from any multiple of 2 between 0 and 200
ƒ 3s from any multiple of 3 between 0 and 200 By end of the
Checklist n/a
ƒ 4s from any multiple of 4 between 0 and 200 Oral Term
ƒ 100s to at least 500
ƒ Identify, recognise and read number symbols up to 500
Numbers, Operations and Relationships

Mental Mathematics: Rapidly recall

ƒ Recall addition and subtraction facts to 20
ƒ Compare numbers to 200 and say which is 1/2/3/4 /5/10 more/less
ƒ Add or subtract multiples of 10 from 0 to 100 Rubric 5
Number symbols and number names
ƒ Write number symbols 0 to 500
ƒ Identify, recognise and reads number names 0 to 250 Class work
ƒ Write number names 0 to 100 Written book/ 10 By Week 8
Describe, compare and order numbers up to 99 Worksheet
ƒ Compare whole numbers and order whole numbers up to 99
ƒ Position objects in a line from first to twentieth or first to last
Recognise place value of numbers 11 to 99
ƒ Know what each digit represents Oral and By end of the
Checklist n/a
ƒ Decompose two-digit numbers into multiple of tens and ones/units practical Term
ƒ Identify and state the value of each digit
Context-free calculations
ƒ Add to 99, Subtract from 99
ƒ Multiply numbers 1 to 10 by 2, 5 and 3, 4 Class work
ƒ Divide numbers to 50 by 2, 5, 10 Written book/ 10 By Week 8
Money Worksheet
ƒ Recognise and identify the South African coins 10c, 20c, 50c, R1, R2, R5, and bank
notes R10, R20, R50

 51
 Fractions: By Week 8
ƒ Solve word problems in context and explain own solutions to problems that involve equal Class work book/
Written 5
ଵ ଵ ଵ ଵ Worksheet
sharing leading to solutions that include unitary fractions e.g. ǡ ǡ ǡ ǡ etc.
ଶ ସ ଷ ହ
Solve word problems in context By Week 8
ƒ Explain own solution to problems involving addition and subtraction with answers up to
99.
Class work book/ 10
ƒ Solve word problems in context and explain own solution to problems involving repeated Written Worksheet
addition and to multiplication with answers up to 50.
ƒ Solve word problems in context and explain own solutions to problems that involve equal
sharing and grouping up to 50 with answers that may include remainders.
Number patterns: Copy, extend and describe simple number sequences to at least 200
& Algebra
Functions
Patterns,

counting forwards and backwards in:

Written Class work book/ 5
ƒ 3s from any multiple of 3 between 0 and 200 Worksheet
By Week 8
ƒ 4s from any multiple of 4 between 0 and 200
ƒ 100s from any multiple of 100 to 500
2-D-shapes: Range of shapes: Recognise and name 2-D shapes By the end of
Shape
Space

Class work book/

ƒ circles, triangles, squares, rectangle Written 5
&

Worksheet the term

Time
Oral and By the end of
ƒ Read dates on calendars Rubric 5
practical the term
ƒ Place birthdays, religious festivals, public holidays, historical events, school events on a calendar
Measurement

ƒ Tell 12-hour time in hours, half hours and quarter hours and minutes
Capacity Written Class work book/ 5
ƒ Compare, order and record the capacity of commercially packaged objects whose Worksheet By the end of
capacity is stated in litres the term
ƒ Know that a standard cup is 250 millilitres Oral and Checklist n/a
ƒ Know that a teaspoon is 5 millilitres practical
Data- Represent data in: Class work book/ By the end of
handling ƒ Tables/ Written 5
Worksheet the term
ƒ Bar graphs
Teacher note:
Written examples should include at least 2 examples for each skill/concept and should be done in a worksheet format. The written activities for Numbers, Operations and Relationships and
Patterns should done in 1 worksheet and the duration should be 30-40 minutes. The written activities for Shape and Space, Measurement and Data Handling should be done in another
worksheet and the duration should be 15-20 minutes. These written assessments should be done in small groups and should include easy items (50%) and moderate items (50%). For Word
Problems refer to the problem types in CAPS pages 79 -81
TOTAL SCORE 65
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.


52



9
8
7
6
5
4
3
2
1

13
12
11
10
‡ - almost

8 - not yet

Names of learners
9- achieved

Date
Counting: Group to at least 200 objects to
estimate and count reliably.

Count forwards and backwards in:

1s from any number between 0 and 200

10s from any multiple of 10 between 0 and 200

5s from any multiple of 5 between 0 and 200

2s from any multiple of 2 between 0 and 200

3s from any multiple of 3 between 0 and 200

4s from any multiple of 4 between 0 and 200

100s to at least 500

53
Identify, recognise and read number symbols up
to 500
Mental Mathematics: Rapidly recall
Numbers, Operations & Relationships

Recall addition and subtraction facts to 20

Mental Mathematics: Rapidly recall

Compare numbers to 200 and say which is
1/2/3/4 /5/10 more/less
Recognise place value of numbers 11 to 99
Mathematics: GRADE 3: TERM 1: Checklist

Know what each digit represents

Decompose two-digit numbers into multiple of
tens and ones/units
Identify and state the value of each digit

Capacity
Know that a standard cup is 250 millilitres
Know that a teaspoon is 5 millilitres
Measurement
Comments
 


9
8
7
6
5
4
3
2
1

12
11
10
Names of learners
Score
Date
Oral : Add or subtract multiples

5
of 10 from 0 to 100

Written: Context-free calculations: Add to 99,

Subtract from 99, Multiply numbers 1 to 10 by 2,

10
5 and 3, 4, Divide numbers to 50 by 2, 5, 10
Money: Recognise and identify the South
African coins and bank notes

Written: Number symbols and number names

Write number symbols 0 to 500, Identify,
10

recognise and reads number names 0 to 250,

Write number names 0 to 100

Written: Fractions
Solve word problems in context and explain own
5

solutions to problems that involve equal sharing

Numbers, Operations & Relationships

leading to solutions that include unitary fractions

Written: Word problems –Money, addition,

54
10

subtraction multiplication, equal sharing and

grouping
40

Total
Written: Number patterns
Copy, extend and describe simple number
sequences to at least 200. Counting forwards
5

and backwards in: 3s from any multiple of 3

Patterns,
Functions

between 0 and 200, 4s from any multiple of 4

& Algebra

between 0 and 200, 100s from any multiple of

100 to 500

Written: 2-D-shapes: Range of shapes:

5

Recognise and name 2-D shapes: circles,

Shape
Space &

triangles, squares, rectangle

Oral and Practical: Time
Read dates on calendars, Place birthdays,
5

religious festivals, public holidays, historical

events, school events on a calendar
Mathematics: GRADE 3 : TERM 1: Scores using rubrics and written recording – Recording Sheet

Written: Tell 12-hour time in hours, half hours

Measurement

& quarter hours & minutes Compare, order

5

and record the capacity of commercially

packaged objects
5

Written: Represent data in Tables, bar graphs

Data
handling
 Mathematics: Grade 3 :Term 1 Suggested Rubrics
Numbers, Operations & Relationships
Activity (oral) 1 2 3 4 5
Add or subtract multiples of 10 Is able to add multiples of Is able to add multiples of 10 Is able to add and subtract Is able to add and subtract Is able to add and subtract
from 0 to 100 10 from 0 to 20-30 with from 0 to 40-50 correctly multiples of 60-70 correctly multiples of 10 from 0 to 80- multiples of 10 from 0 to 100
support 90 with speed and accuracy with speed and accuracy

Measurement
Activity (practical) 1 2 3 4 5
Read dates on calendars, place Is still learning to read dates Is able to read dates and place Is able to read dates, place Is able to read dates, place Is able to read dates, place
birthdays, religious festivals, from the calendar, birthdays, on a calendar with birthdays, school events on a birthdays, public holidays, birthdays, religious festivals,
public holidays, historical events, support calendar correctly school events on a calendar public holidays, historical
school events on a calendar correctly events, school events on a
calendar correctly



55


Mathematics: Programme of Assessment: Grade 3 : Term 2

Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Counting: Group to at least 500 objects to estimate and count reliably͘
Count forwards and backwards in:
ƒ 1s from any number between 0 and 500
ƒ 10s from any multiple of 10 between 0 and 500
ƒ 5s from any multiple of 5 between 0 and 500
ƒ 2s from any multiple of 2 between 0 and 500 Checklist n/a
ƒ 3s from any multiple of 3 between 0 and 500 By end of the
Numbers, Operations and Relationships

ƒ 4s from any multiple of 4 between 0 and 500 Oral

Term
ƒ 50s and 100s to at least 1 000
ƒ Identify, recognise and read number symbols up to 1000
Mental Mathematics: Rapidly recall
Rubric 5
ƒ Recall addition and subtraction facts to 30
ƒ Add or subtract multiples of 10 from 0 to 100
Checklist n/a
ƒ Compare numbers to 500 and say which is 1/2/3/4 /5/10 more/less
Number symbols and number names
ƒ Write number symbols 0 to 1000
ƒ Identify, recognise and reads number names 0 to 250
ƒ Write number names 0 to 250
ƒ Describe, compare and order numbers up to 500 10
Recognise place value of numbers 500 Class work
By Week 8
ƒ Know what each digit represents Written book/
ƒ Decompose three-digit numbers up to 500 into multiples of hundreds, tens & ones/units Worksheet
ƒ Identify and state the value of each digit
Context-free calculations
ƒ Add to 400, Subtract from 400
ƒ Multiply 2, 4, 5, 10, 3 to a total of 50 10





56
 ƒ Divide numbers to 50 by 2, 4, 5, 10

Fractions
Oral, practical Checklist n/a By end of
ƒ Use and name unitary fractions in familiar contexts including halves, quarters eighths,
Term
thirds, sixths, fifths
ƒ Recognise fractions in diagrammatic form Class work book/
Written 5 By Week 8
ƒ Write fractions as 1 half, 1 third Worksheet
Money
ƒ Solve money problems involving totals and change in rands or cents
Solve word problems in context
ƒ Explain own solution to problems involving addition and subtraction with answers up to Class work
400 Written book/ 10 By week 8
ƒ Solve word problems in context and explain own solution to problems involving Worksheet
multiplication with answers up to 75.
ƒ Solve word problems in context and explain own solutions to problems that involve equal
sharing and grouping up to 75 with answers that may include remainders.
Geometric Patterns: Range of patterns:
Patterns, Functions

ƒ Simple patterns in which shapes, or groups of shapes are repeated in exactly the same
& Algebra

way 5
Number patterns: Copy, extend and describe simple number sequences to at least 500. Written Class work book
By Week 8
ƒ In 4s from any multiple of 4 between 0 and 500 Worksheet
ƒ In 5s from any multiple of 5 between 0 and 500
ƒ In 10s from any multiple of 10 between 0 and 500
ƒ in 50s from any multiple of 50 between 0 and 500
Position and views
ƒ Match different views of the same everyday object
Space & Shape

ƒ Name an everyday object when shown an unusual view of it Oral and n/a
Checklist
Position and directions practical By the end of
ƒ Follow and give directions to move around the classroom and school the term
Features of objects Class work book/
Describe, sort and compare 3-D objects in terms of: Written 5
Worksheet
ƒ 2-D shapes that make up the faces of 3-D objects flat or curved surfaces
Time: Tell 12-hour time in: Class work
Measure

ƒ hours , half hours, quarter hours, minutes 5 By the end of

ment

Written book/
on analogue clocks and digital clocks the term
Worksheet
Length 5




57
 ƒ Estimate and measure lengths in centimetres using a ruler
Mass
ƒ Compare, order and record the mass of commercially packaged objects which have their 5
mass stated in kilogram
handling

Class work books/ By the end of

Data-

ƒ Analyse and Interpret data from pictographs/ bar graphs Written 5

Worksheet the term

Teacher note:
Written examples should include at least 2 examples of each skill/concept and should be done in a worksheet format. The written activities for Numbers, Operations and Relationships and
Patterns should done in 1 worksheet and the duration should be 30-40 minutes. The written activities for Shape and Space, Measurement and Data Handling should be done in another
worksheet and the duration should be 15-20 minutes. These written assessments should be done in small groups and should include easy items (40%) and moderate items (60%). For Word
Problems refer to the problem types in CAPS pages 79 -81
TOTAL SCORE 70

Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.





58

9
8
7
6
5
4
3
2
1

12
11
10
‡ - almost

8 - not yet

Names of learners
9- achieved

Date
Counting: Group to at least 500 objects to
estimate and count reliably.

Count forwards and backwards in:

1s from any number between 0 and 500

10s from any multiple of 10 between 0 and 500

5s from any multiple of 5 between 0 and 500

2s from any multiple of 2 between 0 and 500

3s from any multiple of 3 between 0 and 500

4s from any multiple of 4 between 0 and 500

59
50s and 100s to at least 1 000

Identify, recognise and read number symbols up

to 1000
Numbers, Operations & Relationships

Add or subtract multiples of 10 from 0 to 100

Compare numbers to 500 and say which is

Mathematics: GRADE 3: TERM 2: Checklist

1/2/3/4 /5/10 more/less

Fractions
Use and name unitary fractions in familiar contexts

Position and views

Match different views of the same everyday object
Name an everyday object when shown an unusual
Position and directions
Follow and give directions to move around the
Space & Shape

classroom and school

Comments
 
9
8
7
6
5
4
3
2
1

12
11
10
Names of learners
Score
Date
Mental Mathematics: Rapidly recall

5
Recall addition and subtraction facts
to 30
Written Number symbols and number
names: Write number symbols 0 to 1000,
10 Identify, recognise and reads number
names 0 to 250, Write number names 0 to
250
Written Context-free calculations
Add to 400, Subtract from 400
10

Multiply 2, 4, 5, 10, 3 to a total of 50

Divide numbers to 50 by 2, 4, 5, 10

Written Fractions: Recognise fractions in

5

diagrammatic form, Write fractions as 1

Numbers, Operations & Relationships

half, 1 third

Written : Word problems –Money,

10

addition, subtraction, multiplication, equal

sharing and grouping

60
40

Total
Written: Geometric Patterns: Range
of patterns: Number patterns :Copy,
5

extend and describe simple number

Patterns,
Functions
& Algebra

sequences to at least 500

Written: Features of objects: 2-D shapes

5

that make up the faces of 3-D objects flat

Shape
Space &

or curved surfaces

Written: Time: Tell 12-hour time in:

5

hours , half hours, quarter hours, minutes

on analogue clocks and digital clocks

Written: Length : Estimate and measure

5

lengths in centimetres using a ruler

Measurement

Written: Mass : Compare, order and

Mathematics: GRADE 3: TERM 2: Scores using rubrics and written recording – Recording Sheet

record the mass of commercially packaged

5

objects which have their mass stated in

kilogram


Written :Analyse and Interpret data

5

from pictographs/ bar graphs

Data
handling
 Mathematics: Grade 3 :Term 2 Suggested Rubrics
Numbers, Operations & Relationships
Activity (oral) 1 2 3 4 5
Recall addition and subtraction Is able to recall addition Is able to recall addition and Is able to recall addition and Is able to recall addition and Is able to recall addition and
facts to 30 and subtraction facts to 10 subtraction facts to 15 correctly subtraction facts to 20 correctly subtraction facts to 25 with subtraction facts to 30 with
with support speed and accuracy speed and accuracy




61
 Mathematics: Programme of Assessment: Grade 3 : Term 3
Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Counting: Group to at least 750 objects to estimate and count reliably͘
Count forwards and backwards in:
ƒ 1s from any number between 0 and 700
ƒ 10s from any multiple of 10 between 0 and 700
ƒ 5s from any multiple of 5 between 0 and 700
ƒ 2s from any multiple of 2 between 0 and 700 Checklist n/a
ƒ 3from any multiple of 3 between 0 and 700 By end of the
ƒ 4from any multiple of 4 between 0 and 700 Oral Term
ƒ 20s, 25s, 50s,100s to at least 1 000
Numbers, Operations and Relationships

ƒ Identify, recognise and read number symbols up to 1000

Mental Mathematics: Rapidly recall
Rubric 5
ƒ Recall addition and subtraction facts to 30
ƒ Add or subtract multiples of 10 from 0 to 100
Checklist n/a
ƒ Compare numbers to 750 and say which is 1/2/3/4 /5/10 more/less
Number symbols and number names
ƒ Write number symbols 0 to 1000
ƒ Identify, recognise and reads number names 0 to 500
ƒ Write number names 0 to 500
Describe, compare and order numbers up to 750 10
ƒ Use ordinal numbers to show order, place or position
Recognise place value of numbers 750
ƒ Know what each digit represents Class work book
ƒ Decompose three-digit numbers up to 750 into multiples of hundreds, tens and ones Written By Week 8
Worksheet
/units
ƒ Identify and state the value of each digit
Context-free calculations
ƒ Add to 800, Subtract from 800
ƒ Multiply 2, 4, 5, 10, 3 to a total of 100 10
ƒ Divide numbers to 50 by 2, 3, 4, 5, 10
Money
ƒ Convert between rand and cents

62
 Fractions By end of the
ƒ Begin to recognise that two halves or three thirds make one whole and that 1 half and 2 Oral, practical Checklist n/a Term
quarters are equivalent
ƒ Solve and explain solutions to practical problems that involve equal sharing leading to Class work book/
Written Worksheet
5
solutions that include unitary and non-unitary fractions
Solve word problems in context
ƒ Explain own solution to problems involving addition and subtraction with answers up to By Week 8
Class work
800
Written book 10
ƒ Solve word problems in context and explain own solution to problems involving
multiplication with answers up to 75. /Worksheet
ƒ Solve word problems in context and explain own solutions to problems that involve equal
sharing and grouping up to 75 with answers that may include remainders.
Geometric Patterns: Range of patterns:
ƒ Patterns in which the number of shapes in each stage changes in a predictable way i.e. 5
Patterns, Functions

regularly increasing patterns

& Algebra

Number patterns: Copy, extend and describe simple number sequences Class work book
ƒ In 4s from any multiple of 4 between 0 and 750 Written By Week 8
/Worksheet
ƒ In 5s from any multiple of 5 between 0 and 750 5
ƒ In 10s from any multiple of 10 between 0 and 750
ƒ in 50s from any multiple of 50 between 0 and 750
ƒ In 20s,25s, 50s,100s to at least 1 000
Position and views
ƒ Read, interpret and draw informal maps, Class work
Space & Shape

ƒ Find objects on maps Written book/ 5

Position and directions Worksheet
ƒ Follow directions from one place to another on an informal map By the end of
the term
Recognise and name 3-D objects in the classroom and in pictures
ƒ ball shapes (spheres), box shapes (prisms), cylinders, pyramids, cone Oral and
Features of shapes: Describe, sort and compare 2-D shapes in terms of: Checklist n/a
practical
ƒ shape, straight sides, round sides
Time: Use calendars to calculate and describe lengths of time in days or weeks or
Measurement

months including
Class work 5
ƒ converting between days and weeks By the end of
Written book/
ͻ converting between weeks and months the term
ͻ Use clocks to calculate length of time in hours, half hours and quarter hours Worksheet
Perimeter 5


63
 ƒ Investigate the distance around 2-D shapes and 3-D objects using direct comparison or
informal units.
handling ƒ Re-organise data provided in a list or tally or table in a bar graph.
By the end of
Data-

Class work book/

ƒ Represent data on bar graph. Written Worksheet
5
the term
ƒ Answer questions about data on bar graph
Teacher note:
Written examples should include at least 2 examples of each skill/concept and should be done in a worksheet format. The written activities for Numbers, Operations and Relationships and
Patterns should done in 1 worksheet and the duration should be 30-40 minutes. The written activities for Shape and Space, Measurement and Data Handling should be done in another
worksheet and the duration should be 15-20 minutes. These written assessments should be done in small groups and should include easy items (30%), moderate items (65%), difficult items
(5%). For Word Problems refer to the problem types in CAPS pages 79 -81
TOTAL SCORE 70
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.


64
 
9
8
7
6
5
4
3
2
1

13
12
11
10
‡ - almost
8 - not yet


Names of learners
9- achieved

Date
Counting Group to at least 750 objects to estimate
and count reliably.

Count forwards and backwards in:1s from any

number between 0 and 700

Count forwards and backwards in 10s from any

multiple of 10 between 0 and 700
Count forwards and backwards in: 5s from any
multiple of 5 between 0 and 700

Count forwards and backwards in: 2s from any

multiple of 2 between 0 and 700
Count forwards and backwards in: 3s
from any multiple of 3 between 0 and 700
Count forwards and backwards in: 4 from any multiple
of 4 between 0 and 700

65
Count forwards and backwards in: 20s, 25s, 50s,
100s to at least 1 000
Numbers, Operations & Relationships

Add or subtract multiples of 10 from 0 to 100

Compare numbers to 750 and say which is 1/2/3/4

/5/10 more/less
Mathematics: GRADE 3: TERM 3: Checklist

Number symbols and number names

Identify, recognise and reads number names 0 to 500

Fractions: Begin to recognise that two halves or three

thirds make one whole and that 1 half and 2 quarters
are equivalent

Recognise and name 3-D objects in the classroom

and in pictures ball shapes (spheres), box shapes
(prisms), cylinders, pyramids, cone

Features of shapes: Describe, sort and compare

Space & Shape

2-D shapes in terms of: shape, straight sides,

round sides
Comments

9
8
7
6
5
4
3
2
1

12
11
10
Names of learners
Score
Date
Oral: Mental Mathematics: Rapidly recall.

5
Recall addition and subtraction facts to 30
Written: Describe, compare and

10
order numbers up to 750 Use ordinal
numbers to show order, place or position
Written: Context-free calculations: Add to
800, Subtract from 800 , Multiply 2, 4, 5, 10,

10
3 to a total of 100, Divide numbers to 50 by
2, 3, 4, 5, 10, Convert between rands and
cents
Solve & explain solutions to practical
problems that involve equal sharing leading
5

to solutions that include unitary & non-

unitary fractions
Numbers, Operations & Relationships

Solve word problems in context :addition

10

subtraction, multiplication ,grouping and

sharing
40

TOTAL
Geometric Patterns: Range of patterns:

66
5

Patterns in which the number of shapes in

each stage changes
Number patterns: Copy, extend and
5

describe simple number sequences

& Algebra
Patterns, Functions

10

TOTAL
Written: Position and views: Read,
interpret and draw informal maps, find
5

objects on maps. Position and directions

Shape
Space &

Follow directions from one place to another

on an informal map
Written: Time: Use calendars to calculate
and describe lengths of time in days or
5

weeks or months, Use clocks to calculate

length of time in hours, half hours and
quarter hours
Written: Perimeter
Investigate the distance around 2-D shapes
5
Measurement

and 3-D objects using direct comparison or

Mathematics: GRADE 3: TERM 3: Scores using rubrics and written recording – Recording Sheet

informal units.
15

TOTAL
Written: Re-organise data provided in a list
or tally or table in a bar graph. Represent
5

data on bar graph. Answer questions about

data on bar graph
Data handling
 Mathematics: Grade 3 :Term 3 Suggested Rubrics
Numbers, Operations & Relationships
Activity (oral) 1 2 3 4 5
Recall addition and subtraction Is able to recall addition Is able to recall addition and Is able to recall addition and Is able to recall addition and Is able to recall addition and
facts to 30 and subtraction facts to 10 subtraction facts to 15 correctly subtraction facts to 20 correctly subtraction facts to 25 with subtraction facts to 30 with
with support speed and accuracy speed and accuracy

67
 Mathematics: Programme of Assessment: Grade 3 : Term 4
Content Form of Assessment Date to be Date
Skills and knowledge assessed Score
Area Assessment Tool completed completed
Counting: Group to at least 1000 objects to estimate and count reliably͘
Count forwards and backwards in:
ƒ 1s from any number between 0 and 1000
ƒ 10s from any multiple of 10 between 0 and 1000
ƒ 5s from any multiple of 5 between 0 and 1000
ƒ 2s from any multiple of 2 between 0 and 1000 Oral Checklist n/a
ƒ 3s from any multiple of 3 between 0 and 1000
ƒ 4s from any multiple of 4 between 0 and 1000 By end of
ƒ 20s, 25s, 50s,100s to at least 1 000, Term
Numbers, Operations and Relationships

ƒ Identify, recognise and read number symbols up to 1000

Mental Mathematics: Rapidly recall: Multiplication and division facts for the:
ƒ two times table up to 2 x 10 Rubric 5
ƒ ten times table up to 10 x 10
Oral
ƒ Recall addition and subtraction facts to 30
ƒ Add or subtract multiples of 10 from 0 to 100
Checklist n/a
ƒ Compare numbers to 1000 and say which is 1/2/3/4 /5/10 more/less
Number symbols and number names
ƒ Write number symbols 0 to 1000
ƒ Identify, recognise and reads number names 0 to 1000
ƒ Write number names 0 to 1000
Describe, compare and order numbers up to 999
10
ƒ Use ordinal numbers to show order, place or position Class work
Recognise place value of numbers 999
Written book/ By Week 8
ƒ Know what each digit represents
Worksheet
ƒ Decompose three-digit numbers up to 750 into multiples of hundreds, tens & ones/units
ƒ Identify and state the value of each digit
Context-free calculations
ƒ Add to 999, Subtract from 999
ƒ Multiply 2, 4, 5, 10, 3 to a total of 100 10
ƒ Divide numbers to 50 by 2, 3, 4, 5, 10


68
 Fractions
Class work
ƒ Begin to recognise that two halves or three thirds make one whole and that 1 half and 2
Written book/ By Week 8
quarters are equivalent 5
ƒ Recognise fractions in diagrammatic form Worksheet
ƒ Write fractions as 1 half, 2 third
Solve word problems in context
ƒ Solve money problems involving totals and change in rands or cents
ƒ Explain own solution to problems involving addition and subtraction with answers up to
Class work
999 By Week 8
Written book/ 10
ƒ Solve word problems in context and explain own solution to problems involving
Worksheet
multiplication with answers up to 100
ƒ Solve word problems in context and explain own solutions to problems that involve equal
sharing and grouping up to 100 with answers that may include remainders.
Number patterns: Copy and extend simple number sequences
ƒ In 4s from any multiple of 4 between 0 and 1000
& Algebra
Functions
Patterns,

Class work
ƒ In 5s from any multiple of 5 between 0 and 1000 Written 5
book/ By Week 8
ƒ In 10s from any multiple of 10 between 0 and 1000
Worksheet
ƒ in 50s from any multiple of 50 between 0 and 1000
ƒ In 20s, 25s, 50s, 100s to at least 1 000
Recognise and name 3-D objects Class work
Space &

ƒ ball shapes (spheres), box shapes (prisms), cylinders, pyramids, cone By the end of
Shape

Written book/ 5
the term
Symmetry Worksheet
ƒ Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes
Time: Tell 12-hour time in
ƒ hours, half hours, quarter hours, minutes Class work 5
on analogue clocks and digital clocks and other digital instruments Written book/
Area Worksheet
5
Measurement

ƒ Investigate the area using tiling.

Mass: Oral and By the end of
Rubric 5
ƒ Read pictures of products with mass written on them practical the term
Capacity: Reading pictures of
ƒ products with their capacity written on them Class work
ƒ jugs where the volume is near to a numbered 1 litre or 2 litre gradation line or half litre or Written book/ 5
quarter litre Worksheet
ƒ jugs where the volume is near to a numbered millilitres gradation line



69
 Class work book By the end of
handling
Data
ƒ Analyse and interpret data from pictograph/ bar graph/ table Written 5
/Worksheet the term

Teacher note:
Written examples should include at least 2 examples of each skill/concept and should be done in a worksheet format. The written activities for Numbers, Operations and Relationships and
Patterns should done in 1 worksheet and the duration should be 30-40 minutes. The written activities for Shape and Space, Measurement and Data Handling should be done in another
worksheet and the duration should be 15-20 minutes. These written assessments should be done in small groups and should include easy items (20%), moderate items (70%), difficult items
(10 %). For Word Problems refer to the problem types in CAPS pages 79 -81
TOTAL SCORE 75
Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.


70
 
9
8
7
6
5
4
3
2
1

13
12
11
10
‡ - almost

8 - not yet

Names of learners
9- achieved

Date
Counting Group to at least 1000 objects to
estimate and count reliably.
Count forwards and backwards in:1s from any
number between 0 and 1000
Count forwards and backwards in 10s from any
multiple of 10 between 0 and 1000
Count forwards and backwards in: 5s from any
multiple of 5 between 0 and 1000

Count forwards and backwards in: 2s from any

multiple of 2 between 0 and 1000

Count forwards and backwards in: 3s

from any multiple of 3 between 0 and 1000

71
Count forwards and backwards in: 4 from any
multiple of 4 between 0 and 1000

Count forwards and backwards in: 20s, 25s, 50s,

Numbers, Operations & Relationships

100s to at least 1 000

Recall addition and subtraction facts to 30

Mathematics: GRADE 3: TERM 4: Checklist

Compare numbers to 1000 and say which is

1/2/3/4 /5/10 more/less
Identify, recognise and reads number names 0 to
1000
Comments


 
9
8
7
6
5
4
3
2
1

12
11
10
Names of learners
Score
Date
Mental Mathematics: Rapidly recall: Multiplication

5
and division facts for the: two times table up to 2 x 10,
ten times table up to 10 x 10
Written: Number symbols and number names, Write
number symbols 0 to 1000, Identify, recognise and
reads number names 0 to 1000, Write number names
0 to 1000

10
Written: Describe, compare and
order numbers up to 999,Use ordinal
Written Recognise place value of numbers 999,

Written Context-free calculations, Add to 999,

10
Subtract from 999, Multiply 2, 4, 5, 10, 3 to a total of
100, Divide numbers to 50 by 2, 3, 4, 5, 10

Written Fractions ; Begin to recognise that two halves

or three thirds make one whole and that 1 half and 2
5

quarters are equivalent Recognise fractions in

diagrammatic form. Write fractions as 1 half, 2 third
Numbers, Operations & Relationships

Written Solve money problems involving totals and

change in rands or cents, Solve word problems in
10

context :addition subtraction, multiplication ,grouping

40

72
TOTAL
Written Number patterns: Copy and extend
5

simple number sequences in 4s, 5s,1 0s, 20s,

Patterns,

25s, 50s, 100s, up to 1000

Functions
& Algebra

Written Recognise and name 3-D objects

ball shapes (spheres), box shapes (prisms), cylinders,
5

pyramids, cone, Recognise and draw line of symmetry

Shape
Space &

in 2-D geometrical and non-geometrical shapes

Written Time: Tell 12-hour time in

5

hours, half hours, quarter hours, minutes on analogue

clocks and digital clocks and other digital instruments
5

Written Area: Investigate the area using tiling.

Written Mass: Read pictures of products with mass

5

written on them
Measurement

Written Capacity: Reading pictures of products with

5
Mathematics: GRADE 3: TERM 4: Scores using rubrics and written recording – Recording Sheet

their capacity written on them

30

TOTAL
Written Analyse and interpret data from
5

pictograph, bar graph, table

Data handling
 Mathematics: Grade 3 :Term 4 Suggested Rubrics
Numbers, Operations & Relationships
Activity (oral) 1 2 3 4 5
Multiplication and division facts Is still learning 10 times Knows 10 times tables and is Knows 2 and 10 times tables Knows 2 , 5, and 10 times Knows 2, 5, and 10 times
for the: tables learning 2 times tables well and applies it in context free tables very well and applies it tables very well and applies it
calculations in context free calculations  in context free calculations and
ƒ two times table up to 2 x 10 problem solving.
ƒ ten times table up to 10 x 10
ƒ 5 times tables up to 5X10
Activity (oral) 1 2 3 4 5
Read pictures of products with Reads 1-2 pictures of Reads 3-4 pictures of products Reads 5-6 pictures of products Reads 7-8 pictures of Reads 9-10 pictures of
mass written on them in products with mass written with mass written on them in with mass written on them in products with mass written products with mass written on
kilograms and grams( 10 in kilograms with support. kilograms kilograms and grams correctly. on them in kilograms and them in kilograms and grams
pictures) grams correctly correctly

73
74
 A Guide to Writing Mathematics
Dr. Kevin P. Lee

Introduction
This is a math class! Why are we writing?
There is a good chance that you have never written a paper in a math class before. So you
might be wondering why writing is required in your math class now.
The Greek word mathemas, from which we derive the word mathematics, embodies the
notions of knowledge, cognition, understanding, and perception. In the end, mathematics is
about ideas. In math classes at the university level, the ideas and concepts encountered are
more complex and sophisticated. The mathematics learned in college will include concepts
which cannot be expressed using just equations and formulas. Putting mathemas on paper
will require writing sentences and paragraphs in addition to the equations and formulas.
Mathematicians actually spend a great deal of time writing. If a mathematician wants
to contribute to the greater body of mathematical knowledge, she must be able
communicate her ideas in a way which is comprehensible to others. Thus, being able to
write clearly is as important a mathematical skill as being able to solve equations.
Mastering the ability to write clear mathematical explanations is important for
non-mathematicians as well. As you continue taking math courses in college, you will come
to know more mathematics than most other people. When you use your mathematical
knowledge in the future, you may be required to explain your thinking process to another
person (like your boss, a co-worker, or an elected official), and it will be quite likely that
this other person will know less math than you do. Learning how to communicate
mathematical ideas clearly can help you advance in your career.
You will find that writing good mathematical explanations will improve your knowledge
and understanding of the mathematical ideas you encounter. Putting an idea on paper
requires careful thought and attention. Hence, mathematics which is written clearly and
carefully is more likely to be correct. The process of writing will help you learn and retain
the concepts which you will be exploring in your math class.

1
What does good mathematical writing look like?
As you learn more math, being able to express mathematical ideas will become more
important. It will no longer be sufficient just to be able to write down some final “answer”.
There is a good reason why Herman Melville wrote Moby Dick as a novel and not as the
single sentence:

The whale wins.

For this same reason, just writing down your final conclusions in an assignment will not be
sufficient for a university math class.
You should not confuse writing mathematics with “showing your work”. You will not
be writing math papers to demonstrate that you have done the homework. Rather, you
will be writing to demonstrate how well you understand mathematical ideas and concepts.
A list of calculations without any context or explanation demonstrates that you’ve spent
some time doing computations; however, a list of calculations without any explanations
omits ideas. The ideas are the mathematics. So a page of computations without any
writing or explanation contains no math.
When you write a paper in a math class, your goal will be to communicate
mathematical reasoning and ideas clearly to another person. The writing done in a math
class is very similar to the writing done for other classes. Your are probably already used
to writing papers in other subjects like psychology, history, and literature. You can follow
many of the same guidelines in a mathematics paper as you would in a paper written about
these other subjects.

Basics: Combining Words and Equations

Following the rules of grammar.
Good writing observes the rules of grammar. This applies to writing in mathematics
papers as well! When you write in a math class, you are expected to use correct grammar
and spelling. Your writing should be clear and professional. Do not use any irregular
abbreviations or shorthand forms which do not conform to standard writing conventions.
Mathematics is written with sentences in paragraphs. (And yes, paragraphs are important.
It is not amusing to read a three-page paper consisting of just one paragraph.)
There is however one element in mathematical writing which is not found in other types
of writing: formulas. However, it may surprise you to know that in a math paper, formulas
and equations follow the standard grammatical rules that apply to words. Mathematical

2
symbols can correspond to different parts of speech. For instance, below is a perfectly good
complete sentence.
1 + 1 = 2.
The symbol “=” acts like a verb. Below are a couple more examples of complete sentences.

3xy < −2.

5z ∈ R.
9 − s 6= t.

Can you identify the verbs? On the other hand, an expression like

5x2 z − 10y

is not a complete sentence. There is no verb. Such an expression should be treated as a

noun. Can you identify the nouns in the previous examples?
Formulas and equations need to be contained in complete sentences with proper
punctuation. Here is an example:
The total revenue, R, made from selling widgets is given
by the equation
R = pq,
where p is the price at which each widget is sold and q is
the number of widgets sold. Based on past experience,
we know that when widgets are priced at $15 each, 2000
widgets will be sold. We also know that for every dollar
increase in price, 150 fewer widgets are sold. Hence, if
the price is increased by x dollars, then the revenue is

R = (15 + x)(2000 − 150x)

= −150x2 − 250x + 30, 000.

Notice how punctuation follows each of equations. A computation which ends a sentence
needs to end with a period. Computations which do not end sentences are followed by
commas.
A good way to improve your mathematical writing is by reading your writing, including
all of the equations, out loud. Your ears can often pick out sentence fragments and
grammatical errors better than your eyes. If you find yourself saying a series of fragmented
sentences and equations, you should do some rewriting.

3
 There are a couple of other important things to observe in the above example. Notice
how “we” is used. The use of first person is common in mathematics, especially the plural
“we”, so don’t be afraid to use the word “we” in the papers you write in your math class.
Another thing to notice is that important or long formulas are written on separate
lines. You can make your mathematical writing easier to read if you place each important
formula on a line of its own. It’s hard to pick out the important formulas below:
If d is Bob’s distance above the ground in feet, then d =
100 − 16t2 , where t is the number of seconds after Bob’s
Flugelputz-Levitator is activated. Solving for t in the
equation 100 − 16t2 = 0, we find that t = 2.5. Bob hits
the ground after 2.5 seconds.
This is clearer:
If d is Bob’s distance above the ground in feet, then

d = 100 − 16t2 ,

where t is the number of seconds after Bob’s

Flugelputz-Levitator is activated. Solving for t in the
equation
100 − 16t2 = 0,
we find that t = 2.5. Bob hits the ground after 2.5 sec-
onds.

Symbols and words.

It is important to use words and symbols appropriately. Part of being able to write
mathematics well is knowing when to use symbols and knowing when to use words.
Don’t use mathematical symbols when you really mean something else. A common
mistake is to misuse the “=” symbol. For instance:

32x − 2(3x ) = −1 = (3x )2 − 2(3x ) + 1 = 0 = !!

x 2 x
(3 − 1) = 0 = 3 = 1 = x = 0.

Do not use the equal sign when you really mean “the next step is” or “implies”. The above
example is really saying that −1 = 0 = 1! Using arrows instead of equal signs is a slight
improvement, but still not desirable:

4
 32x − 2(3x ) = −1 → (3x )2 − 2(3x ) + 1 = 0 → !
(3x − 1)2 = 0 → 3x = 1 → x = 0.

With a sequence of calculations, sometimes it is best to just place each equation on a

separate line.

32x − 2(3x ) = −1
(3x )2 − 2(3x ) + 1 = 0
(3x − 1)2 = 0
3x = 1
x = 0.

For a difficult computation where the reader might not readily follow each step, you can
include words to describe the steps you take.
We want to solve for x in the equation

32x − 2(3x ) = −1.

We can rewrite this equation in terms of 3x :

(3x )2 − 2(3x ) + 1 = 0.

After factoring, this becomes

(3x − 1)2 = 1

and it follows that 3x = 1, or x = 0.

However, make sure that your paper has a single flow. Don’t explain a calculation using
the “two-column method”.

32x − 2(3x ) = −1 Solve this equation.

(3x )2 − 2(3x ) + 1 = 0 Collect the terms on one side.
x 2
(3 − 1) = 0 Factor.
x
3 =1 Use the Zero Factor Property.
x=0 Solve for x.

5
This is hard to read through. It’s also bad style.
Some things are best expressed with words. But other things are best expressed with
mathematical notation. For instance, it hard to read:

It follows that x plus two is larger than zero.

Here, mathematical notation is more appropriate.

It follows that x + 2 > 0.

Miscellaneous comments.
Here are a couple of other pointers to help you get started with your mathematical writing.

• Don’t start a sentence with a formula. While it may be grammatically correct, it

looks strange.

t = 5 when w = 2000, so we can conclude that the new

factory will be completely overrun with cockroaches in 5
years.

f is globberfluxible at x = 3.

Adding just a word or two can fix these examples.

Since t = 5 when w = 2000, we can conclude that the

new factory will be completely overrun with cockroaches
in 5 years.

The function f is globberfluxible at x = 3.

6
 • Don’t turn in pages of unreadable scribbles to your professor. In college, papers are
typed. They are also usually double-spaced with large margins. Mathematics papers
adhere to the same standards as papers written for other classes.

• While it is a good idea to type your paper, you may have to leave out the formulas
and insert them by hand later. It is perfectly acceptable to write formulas by hand in
a math paper. Just make sure that your mathematical notation is legible. If you do
decide to type the equations, please be aware that variables in equations and formulas
are usually italicized (to set them apart from the text). Many word processing
programs contain equation editors. In newer versions of Microsoft Word, the equation
editor is available under the Insert menu. Select Object..., and then Equation.1 If
you are going to be writing a lot of technical documents, it might be worthwhile to
learn TEX or LATEX. These are professional mathematical typesetting languages. This
document was written with LATEX. You may also find satisfactory results typing
papers in Maple or some other mathematically oriented software program.

• Use mathematical notation correctly. As you learn to write more complicated

formulas, it is all too easy to leave out symbols from formulas. Learn how to use
symbols properly!

• Use language precisely and correctly. Make sure that the words you use really mean
what you think they mean. Mathematics requires very precise use of language.
Another thing to avoid is overuse of the word “it”. Mathematical papers with a lot of
pronouns like “it” and “that” tend to be hard to read. It is often hard for the reader
to see what “it” is referring to. If you, the author, are also having difficulty seeing
what “it” is referring to, then you may be having some difficulty with the
mathematical ideas; you may need to think more about the ideas you are writing
about.

• Try to write as simply and directly as possible. No one likes to read ponderous
pretentious prose.
1
In Microsoft Word, it is also possible to place a button on the tool bar which activates the equation
editor. Select Configure... beneath the Tools menu. In the window that pops up, select the Commands
tab. Under the Insert category you will find the Equation Editor command. Drag the equation editor
icon to the tool bar.

7
Mathematical Ideas into Writing
Organizing your paper.
A well-organized paper is easier to read than a disorganized one. Fortunately, there are
some standard ways to order a mathematics essay.
First, there is some type of introduction. Usually, the introduction states the problem.
Even if you are answering a problem from a text book, you should not assume that the
reader is familiar with the text book or even has a copy of the text book available to him
or her. However, do not just copy the problem! You must rewrite the problem in your own
words.
A good introduction should also discuss the significance of the problem. The
introduction is where you will need to “hook” the reader.
It is not a bad idea to also preview the rest of the paper in the introduction. Give the
reader some idea of what to expect later.

We will analyze the revenue using a linear model and then

examining the graphs generated by the model.

The production of fava beans will be modeled using a C

program.

First, we will analyze the population using numerical

methods. Then, we will analyze the population using
formulas. We will then compare the two different results.

Some papers then state the “answer” to the problem right after the introduction. Other
papers place the “answer” at the end. This is a matter of taste. Sometimes, the end result
is the most important thing in the paper. You may need to place the end result at the
beginning to entice the reader. On the other hand, sometimes the method of arriving at
the end result is more important. In such a case, putting the result at the end may be
more sensible.
In any case, it is best to state the result in terms of the original problem using
real-world terms.

The solution is t = 6.

8
 The solution to the equation is t = 6. The population of
Utopia is at its smallest 6 years after the plague begins.

Make sure that the arguments you write are carefully organized. It may help you to
write an outline before you begin writing a mathematics paper. Writing an outline will also
help you think about the concepts more clearly and thus will help you learn the material.
As you write about more advanced mathematical problems, organization will become even
more important.

Writing for your audience.

For most papers that you write in your math class, you should assume that the reader has
about the same mathematical knowledge that you have. When you write up the solution to
a homework problem, it might be helpful to think that you are writing to a student in
another section of the same class or in a similar class at another school. Some of the papers
you will be writing will be directed toward a reader who may know less math. The purpose
of a math paper is not just to show the professor that you know something. Your math
professor already knows the subject; you are not writing for his or her benefit. You are
writing for someone who doesn’t know the subject. (That someone may be you! You can
use your writing assignments to help review for exams.)
In your mathematics writing, you will be communicating to the reader why and how
you arrived at a solution. You will also want to convince your reader that your particular
reasons and your particular means to the solution are correct. A good mathematical paper
not only should provide clear explanations, but should also be able to persuade a skeptical
reader.
Many times, if you can arrive at the same solution through alternate routes, you can
make your writing more persuasive. You may want to analyze a problem using both
computers and algebra. Or you might compare a graph with real-world information.
Pictures and graphical depictions can be very helpful for your reader.
Specific examples will also help to make your writing more persuasive. You can help a
reader understand an abstract general argument by showing how the argument applies to a
specific case. You can also use “extreme” cases to show the limits of an argument.
Make sure that what you write is relevant to the problem. Including extraneous
comments or information demonstrates a lack of understanding of the ideas and concepts,
and reduces the overall effectiveness of your mathematical writing. Thinking about the
reader will help you to decide which details you need to include and which details you
should leave out. Calculations which are tedious and uninteresting to the reader can be
readily omitted. (Again, mathematics writing is not the same as showing work. You don’t

9
need to show everything.) The reader of a college mathematics paper will probably not be
interested in reading how to multiply 5 and 74. Leave out what is unimportant. On the
other hand, don’t leave out anything which is critical to the key ideas you are trying to
explain. Learning what is important and what is unimportant will help you understand
mathematics better.
You should not assume that the reader is familiar with the problem you are solving.
While you do not need to restate the problem in its entirety, be sure to give an overview of
all important details in the problem. You also should not assume that the reader is in the
same mind set as you. In your writing, state any assumptions which you have made. For
instance, in physics problems, it is often assumed that everything is frictionless. But just
because this assumption is made nearly all the time doesn’t mean that your reader will
automatically make this assumption; your reader may not be familiar with physics. Just
because you assume something is true doesn’t mean that your reader will. So write it down!

Defining variables and formulas.

Quantities and functions can be, and often should be, represented with letters. However,
the letters which are chosen are arbitrary. You should explicitly state what all letters in
your formulas represent in as precise a manner as possible. For instance:

Either n or n + 1 is even.

What is n? If n = 8.5 is the above statement true? A better way of stating this is:

For any whole number n, either n or n + 1 is even.

A common phrase used in mathematics is “Let...”.

Let x be any real number.

Let P be the population of Los Angeles in 2010.

Let f (x) = x2 + 1.

10
In the last example, x is a place holder. It doesn’t require a proper introduction. However,
it would be better to write:

Let f (x) = x2 + 1 for all real numbers x.

If describing all the variables gets tedious, try not assigning any variables at all. The
following example clearly needs improvement.

The volume is ℓwh.

The following example is adequate, but wordy.

The volume of the box is ℓwh, where ℓ is the length, w is
the width, and h is the height.
We can write this most elegantly by removing the variables.

The volume of the box is the product of the length, the

!
width, and the height.

You need to be especially careful with variables representing real-world quantities.

Avoid describing them vaguely, as in:

Let D(t) be the distance at a time t.

Including units would make this clearer, but the description is still vague.
Let D(t) be the distance in miles at t hours.

Try to be as specific as possible.

Let D(t) be Agnes’s distance from the arena in miles t

hours after the riot began.

Also, be careful that each symbol you use represents only one thing. This can actually
be more subtle than it sounds. The following example seems to be rather clear.

11
 Let P be the escaped wombat population (in thousands)
t years after 1990 and suppose that

P = 0.5(1.12)t .

The wombat population in 1992 is approximately 672.

We can see this by setting t = 2 and observing that

P = 0.5(1.12)2 = 0.6272 thousand wombats.

If we want to predict when the wombat population will

reach 2000, we set P = 2 and solve for t using
logarithms.

2 = 0.5(1.12)t
log 2 = log 0.5 + t log 1.12
log 2 − log 0.5
t= ≈ 12.23 years.
log 1.12
The wombat population will reach 2000 in the year 2002.
I think that the above example would be considered unobjectionable by most readers. It
looks very clear and understandable. The variable P is always standing for the wombat
population. However, notice that in the first paragraph, P is the wombat population in
general. In the next paragraph, P = 0.6272, the wombat population in 1992. And in the
last paragraph, P = 2. The meaning of P appears to be changing every time that it is
used. In the first paragraph, P represents the population at any time. In the other
instances, P represents the population at one particular time. The problem can be fixed
omitting some variables and adding others.

12
 Let P be the escaped wombat population (in thousands)
t years after 1990 and suppose that

P = 0.5(1.12)t .

By substituting 2 for t in the above equation, we can see

that in 1992, the wombat population is approximately
672.
0.5(1.12)2 = 0.6272 thousand wombats.
Let t2000 be the year when the wombat population
reaches 2000. Then,

2 = 0.5(1.12)t2000
log 2 = log 0.5 + t2000 log 1.12
log 2 − log 0.5
t2000 = ≈ 12.23 years.
log 1.12
The wombat population will reach 2000 in the year 2002.
While in the above example, we can afford a little bit of sloppiness with the variables, in
more complex problems, this could be a source of potential trouble. When a symbol is used
to represent two different things (even, or perhaps especially, if those things are similar),
the reader (and the writer!) can become confused. A symbol used in two different ways is
not only confusing, but often results in incorrect mathematics!
Just as variables need to be introduced carefully, also be sure not to pull formulas out
of thin air. Tell the reader how you get each formula or what each formula means. It’s not
very pleasant to get hit with formulas without any warning.

Using pictures in mathematics.

A picture can really be worth a thousand words. I strongly encourage you to use visual
arguments in your mathematical writing. However, if you do include a picture, a diagram,
a graph, or some other visual mathematical representation, make sure that you fully
explain how it fits into your mathematical argument.

Looking at the graph, we can see that the result is true.

What should the reader look for in the graph? Why does the graph support the argument?
Be more specific.

13
 The graph increases sharply at t = 3, confirming our
earlier prediction that the robots will begin a homicidal
rampage three years from now.
A good graph should convey relevant and specific information to the reader. The
following graph is vague.

Graphs and diagrams need to be neatly drawn and clearly labeled. Indicate the scale on
the axes. You should point out significant graphical features.
Cooties infections versus time
No. of infections I (in thousands)

1000 • maximum number of infections

900
800
700

600
500

400
300
200

100

10 20 30 40 50 60 70 80 90 100

Time t after epidemic begins (in days)

If you draw a graph by hand, use a straight edge. You may want to generate your graphs
using a computer. Be careful though. Programs like Excel or Microsoft Office generally are
not good at generating mathematical graphs. You will more likely have success using a
math program like Maple.
Any diagrams you draw should also be carefully labeled. Be sure to label everything
that you refer to in your argument.

14
Epilogue
Writing mathematics is not the easiest thing to do. Writing mathematics is a skill which
takes practice and experience to learn. There are many resources here at Purdue Calumet
which are available to you to help you with your mathematical writing. Among these are
the Math Lab and the Writing Lab.
If you have not written mathematics much before, it may feel frustrating at first. But
learning to write mathematics can only be done by actually doing it. It may be hard at
first, but it will get easier with time and you will get better at it. Do not get discouraged!
Being able to write mathematics well is a good skill to learn, and one which you will keep
for a lifetime.

15
A mathematical writing checklist
Below is a checklist which will help you follow the guidelines outlined above in your
mathematical writing.
Is your paper neatly typed?
If you write the equations by hand, make sure that you have written in all of the
equations. Also make sure that you have included all of the diagrams and graphs you
intended to. Make sure that the paper is double-spaced and has wide enough margins.
Has the paper been proofread?
In college, sloppy work is not appreciated. Do check over everything.
Is there an introduction?
Make sure that you explain the problem to the reader. Assume that the reader is
unfamiliar with the problem. The introduction should also try to indicate to the
reader why the problem is interesting and give some indication of what will follow in
the paper.
Did you state all of your assumptions?
Write down any physical assumptions that you made. (Did you assume that there was
no friction? That the population grew with unlimited resources? That interest rates
remained steady?) Write down any mathematical assumptions that you made. (Did
you assume that the function was continuous? Linear? That x was a real number?)
Are the grammar, spelling, and punctuation correct? Is the writing clear
and easy to understand?
Make sure that there are no sentence fragments. The formulas and equations too
need to be contained in complete sentences. Equations and formulas (and the words
too) should have correct punctuation as well. Make sure that your paper flows
smoothly and reads well. And please, don’t be careless! Check your spelling!
Are all of the variables defined and described adequately?
Make sure that you introduce each variable that you use. Describe each variable as
precisely as possible. Don’t forget any units!
Are the mathematical symbols used correctly?
Don’t use an “=” sign outside of a formula. Make sure that the symbols are not
misused. Use equations and formulas where they are appropriate.

16
Are the words used correctly and precisely?
Avoid using vague language and too many pronouns. Use words where they are
appropriate.

Are the diagrams, tables, graphs, and any other pictures you include
clearly labeled?
Graphs should be drawn with a straight edge (or computer-generated) with axes
clearly labeled (with units if appropriate) and the scale indicated. Diagrams should
be neatly drawn with relevant labels.

Is the mathematics correct?

This should be obvious.

Did you solve the problem?

Sometimes in all of the fuss, people forget to answer the problem. Do answer the
question! Also, see if you can write the solution in “real-world” terms.

17
South African Journal of Childhood Education
ISSN: (Online) 2223-7682, (Print) 2223-7674
Page 1 of 9 Original Research

Writing and mathematical problem

solving in Grade 3

Authors: This article looks at writing tasks as a methodology to support learners’ mathematical problem-
Belinda Petersen1
solving strategies in the South African Foundation Phase context. It is a qualitative case study
Sharon McAuliffe1
Cornelis Vermeulen1 and explores the relation between the use of writing in mathematics and development of
learners’ problem-solving strategies and conceptual understanding. The research was
Affiliations: conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3
1
Faculty of Education, Cape
learners involved in a writing and mathematics intervention. Writing tasks were modelled to
Peninsula University of
Technology, South Africa learners and implemented by them while they were engaged in mathematical problem solving.
Data were gathered from a sample of eight learners of different abilities and included written
Corresponding author: work, interviews, field notes and audio recordings of ability group discussions. The results
Belinda Petersen,
revealed an improvement in the strategies and explanations learners used when solving
belindapetersen8@gmail.
com mathematical problems compared to before the writing tasks were implemented. Learners
were able to reflect critically on their thinking through their written strategies and explanations.
Dates: The writing tasks appeared to support learners in providing opportunities to construct and
Received: 26 June 2016
apply mathematical knowledge and skills in their development of problem-solving strategies.
Accepted: 26 Apr. 2017
Published: 30 June 2017

How to cite this article:

Petersen, B., McAuliffe, S. &
Introduction
Vermeulen, C., 2017, ‘Writing Significance of the study
and mathematical problem
solving in Grade 3‘, South The mathematics curriculum currently used in South African classrooms emphasises problem
African Journal of Childhood solving to develop critical thinking (South Africa Department of Basic Education [DBE] 2011a:5).
Education 7(1), a483. https:// However, based on the performance of South African learners in comparative international
doi.org/10.4102/sajce.
v7i1.483 studies in mathematics, such as Trends in International Mathematics and Science Study and
Southern Africa Consortium for Monitoring Educational Quality, there is concern regarding
Copyright: their competence when solving mathematical problems and their use of meaningful strategies
© 2017. The Authors.
(Ndlovu & Mji 2012). Despite the use of standardised tests such as the Annual National
Licensee: AOSIS. This work
is licensed under the Assessments (ANAs) and the provincial systemic tests conducted in the Western Cape, results
Creative Commons reflect a difference between the ability to use procedural and conceptual knowledge. Learners
Attribution License. often do not achieve the minimum requirements of their grade levels, especially in the area of
problem solving. Learners’ lack of achievement in basic numeracy skills in the ANA, especially
in Grades 3 and 4, is highlighted by Graven et al. (2015:69).

As a Foundation Phase teacher, the researcher has been observing learners for many years while
solving mathematical problems. During these observations, learners reflected their lack of
competence in writing coherent solutions and explaining their solutions to the teacher and/or
peers. Some learners appeared to wait for instructions from the teacher giving specific methods
and procedures to solve the problem. It seemed that learners generally had difficulty applying
mathematical concepts they had previously learned in their problem-solving strategies.

Literature review
Writing is essential in supporting the development of mathematical knowledge and its application
to problem-solving strategies. It helps learners clarify, define and express their thinking as well as
examine their ideas and reflect on what they have learned in order to deepen and extend their
understanding of mathematical ideas (Burns 1995:13, 2007:38; Jacobs & Ambrose 2009:265).
Writing helps learners to make sense of mathematical problems: learners learn how to represent
Read online: and communicate their thinking through numbers, words and pictures. In a study conducted by
Scan this QR Amaral (2010), it was found that writing in mathematics supports the thinking process. The use
code with your
smart phone or of different strategies and representations when writing may be because of the various
mobile device mathematical abilities of the learners who understand mathematical concepts at varying levels.
to read online.
Some learners may write and solve problems at more sophisticated levels than others based on

http://www.sajce.co.za Open Access

 Page 2 of 9 Original Research

their previous knowledge and levels of conceptual (Freed 1994:23). This writing task focuses on learners’ abilities
understanding (Orton 2004:25). This is expressed through to clarify and explain particular mathematical concepts.
their use of mathematical symbols as found in a study ‘Writing about thinking and learning processes’ allows
conducted by Mutodi and Mosimege (2016:203). The learners to think beyond the actual mathematics lesson.
participants displayed difficulty with understanding the Learners write about their favourite or least favourite
complexity and abstract nature of symbols before their activities, qualities of a good problem-solving partner,
conceptual understanding of the mathematical idea had been directions for an activity or game or a letter to visitors
mastered. In comparison to this study, learners engaged with describing mathematics activities in the classroom (Burns
the writing of others to compare and learn from the strategies 2007:40). In ‘shared writing’, the teacher and learners
of their peers, thereby developing more advanced or invented formulate a mathematical story or poem reflecting their
problem-solving strategies as Askew (2013) suggests. understanding of a particular concept. Teachers use this
writing experience in the mathematics classroom to review
In the pre-test and post-test of a study based on Grade 2 and internalise mathematical concepts and ideas as well as
intervention conducted by Takane (in process) (Venkat & develop mathematical communication (Wilcox & Monroe
Askew 2016:264), increasing sophistication of learners’ 2011:526). This writing task encourages learners to put their
strategies was evident as in this study. However, the focus of knowledge and understanding of mathematics across in a
Takane’s study appeared to place more emphasis on sense- creative, collaborative way.
making rather than the sophistication of learners’ strategies.
Findings from the study by Tshesane and Venkat (2014) Learners were introduced to the use of writing tasks in
indicate that the use of specific models as tools can lead mathematics, particularly in the area of problem solving.
towards sophistication of strategies. This finding which used Mathematical problems and, in particular, word problems
the number line model correlates with this study in that should form part of problem solving. Heddens and Speer
writing tasks were used as a model or tool. (2006:82) define problem solving as ‘the (interdisciplinary)
process an individual uses to respond to and overcome
Burns (1995) describes different types of writing tasks and obstacles or barriers when a solution or method of solution to
their purpose in developing conceptual understanding. The a problem is not immediately obvious’. It involves a process
writing tasks presented in her work were conducted with of thinking and reasoning that helps conceptual development
learners from different grades throughout the primary school rather than procedural development (O’Donnell 2006:351).
years into early high school. Because this study focused on Heddens and Speer (2006:84) argue the opportunity to apply
the Foundation Phase, Burns’ writing tasks were suitable as conceptual knowledge through problem solving is as
her research included learners from these grades. The important as understanding the concepts themselves because
Curriculum and Assessment Policy Statement Mathematics it provides more meaning and purpose to the knowledge and
for Foundation Phase stipulates that learners communicate skills the learner has acquired. This process allows learners to
their own thinking orally and in writing through drawings deepen their conceptual understanding and engage in the
and symbols (South Africa DBE 2011a:9). The implementation process of sense-making: they apply and develop their
of writing tasks would enable this to occur in the mathematics mathematical knowledge (Schoenfeld 2013). As learners do
classroom. Although not directly from Burns’ work, shared so, there would most likely be development in their use of
writing (Wilcox & Monroe 2011) was added to this study problem-solving strategies.
because it linked to the current curriculum guidelines in use
in South Africa. Shared writing is an element of the Balanced Vygotsky’s theories of the zone of proximal development and
Language Approach in which learners and the teacher write appropriation underpinned this study. This theoretical
together (South Africa DBE 2011b:12). framework suited the use of writing tasks in the mathematics
classroom while learners solved mathematical problems. The
Five writing tasks were implemented. In ‘writing to solve zone of proximal development (Vygotsky 1978) is defined as:
mathematical problems’, Burns (1995:69) suggests learners The distance between the actual developmental level as
solve, explain and justify their thinking by using a variety of determined by independent problem solving and the level of
strategies to verify and interpret results. Learners use writing potential development as determined through problem solving
in numbers, pictures and words to explain their thinking under adult guidance or in collaboration with more capable
behind their solution strategies. In ‘writing to record (keeping peers. (p. 86)
a journal or log)’, learners keep ongoing records about what
they are doing and learning in their mathematics class, which In this study, writing activities created the opportunity for a
can be used to record their thinking when they notice ZPD to be established. Initially, learners engaged in problem-
something, make an observation or report a discovery (Burns solving activities where their use of strategies and written
1995:51). They provide learners with regular opportunities to explanations was limited. Different types of writing tasks
reflect on mathematics lessons or concepts, analyse their own were used to guide and support mathematical problem-
learning and generate written dialogue between teacher and solving strategies and explanations within the ZPD in order
learner. ‘Writing to explain’ is considered a form of note- for learners to decrease the distance between their potential
taking where learners define a mathematical concept or term development and actual development of their independent
in their own words or summarise what they have learned strategies. The more knowledgeable other (MKO), be it the

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 Page 3 of 9 Original Research

peer, parent or teacher, scaffolds understanding through Generic mathematics problems were given to all participating
individually tailored pacing of the problem-solving process learners during the pre-test, intervention and post-test. The
(Bruner & Haste 1987:8). In a study conducted by Sonne and problems related to the basic operations (addition,
Graven (2014), it was found that mathematical communication subtraction, multiplication and division) using whole
and the role of the MKO can play a critical role in learners’ numbers with varying number ranges to accommodate the
development of problem-solving strategies. Learners engage different mathematical ability groups in the class. Although
in problem-solving situations collaboratively in the ZPD the number of test items was limited, learners had the
with opportunities to explain and discuss mathematical opportunity to solve 13 problems during the intervention.
concepts encountered in the problems. Through such These problems were included in the data collected for this
situations, scaffolding occurs which leads, in turn, to the study. Ability group discussions with all learners were
learner’s construction of independent knowledge and conducted after learners solved problems during the
problem-solving abilities. In the ZPD in this study, Burns’s intervention. Learners shared their strategies with their peers
(1995) methodology of using writing in mathematics was and were guided to think critically about their own strategies
introduced and implemented as a tool to scaffold learners’ as well as the strategies of others.
use of problem-solving strategies and support them when
solving mathematical problems. The study was conducted in an English medium Foundation
Phase school in a suburban area in Cape Town. This school
Vygotsky’s theory of appropriation, as explained by Duarte was conveniently selected because the researcher was a
(2011), is applicable in this study where there is a reflection Grade 3 teacher at the school. Learners predominantly spoke
on the objective reality in thought. As learners engaged in and understood English. One of the five Grade 3 classes was
problem solving and personal writing, they were given conveniently selected to keep data collection manageable for
opportunities to appropriate the concrete problem by the researcher as the teacher of the selected class. The
reflecting on concepts in their thinking. This view is asserted population constituted all the learners of the participating
by Askew’s (2013) explanation that, through experiences, class where writing tasks (Burns 1995; Wilcox & Monroe
learners are able to engage with abstract concepts irrespective 2011) were modelled by the researcher and implemented by
of them having reached a certain stage of development. the learners during the eight-week intervention period. Data
were collected from a purposively selected sample of eight
learners. They displayed varying abilities when solving and
Aims and objectives of the study explaining mathematical problems and represented the three
This study was guided by the following research question: mathematical ability groups present in the Grade 3 class.

How do various types of writing tasks support Grade 3

learners in solving mathematical problems?
Data collection and analysis
Data were captured by audio-recordings of interviews and
This article will focus on the extent to which Grade 3 learners ability group discussions, learners’ written work during the
are able to engage in writing tasks when solving mathematical pre-test, intervention and post-test, and field notes. The
problems. It reports on the support that writing tasks give to sample was interviewed following the pre-test and post-test
the development of problem-solving strategies by focusing to explore how writing was used as they solved mathematical
on the nature of their representations. problems. Interviews were semi-structured with a flexible list
of questions and key themes to allow for probing, follow-up
Research methods and design questions and in-depth investigation. After learners solved
mathematical problems during the intervention, the different
Study design mathematical ability groups in the class discussed their
This qualitative case study was a systematic, in-depth solutions and strategies. Field notes were used to record
investigation of a particular instance in its context in order to what learners were doing while solving mathematical
generate knowledge (Rule & John 2011:4). A pre-test and problems. Dialogue and conversation were scripted during
post-test were conducted at the beginning and end of the ability group discussions and collaborative writing between
data collection period where Grade 3 learners solved five pairs of learners. For the purpose of this article, data collected
mathematical problems to determine whether there had been from learners’ written work were analysed to explore the
improvement in the learners’ conceptual understanding and support writing tasks gave to the development of problem-
problem-solving strategies. A sample of eight learners was solving strategies through the nature of learners’
interviewed after the pre-test and post-test to gauge the representations.
extent to which learners engaged with writing tasks as well
as the support writing tasks had given to their development The analysis process involved developing initial insights,
of problem-solving strategies. Writing tasks were introduced coding, interpretations and drawing implications (Dana &
systematically as an intervention to all the learners in the Yendel-Hoppey 2009:120). Once data were transcribed and
class during the data collection period. In-depth observations prepared, data were read and reread to extract and describe
of the sample of learners’ writing, problem-solving strategies initial insights and reflect on their overall meaning. The next
and conceptual development were conducted. step involved coding using ATLAS.ti, a computer-assisted

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 Page 4 of 9 Original Research

qualitative data analysis programme, where labels were used BOX 1: Model for Stages of Early Arithmetic Learning.
to assign different themes or foci within the data (Rule & Stage 0: Emergent counting Cannot count visible items. The child either
does not know the number words or cannot
John 2011:77). After investigating possible frameworks for coordinate the number words with items.
the data analysis in this study, the sample learners’ problem- Stage 1: Perceptual counting Can count perceived items but not those in
screened (that is concealed) collections. This
solving strategies were analysed and compared using the may involve seeing, hearing or feeling items.
Learning Framework in Number (LFIN) by Wright, Martland Stage 2: Figurative counting Can count the items in a screened collection
and Stafford (2006). LFIN encapsulates likely stages and but counting typically includes what adults
might regard as redundant activity. For
levels of number learning that learners progress through as example, when presented with two screened
collections, told how many in each collection,
they develop their mathematical knowledge. The LFIN and asked how many counters in all, the child
incorporates the following areas of number learning: the will count from ‘one’ instead of counting-on.

Stages of Early Arithmetical Learning (SEAL), number words Stage 3: Initial number Child uses counting-on instead of counting
sequence from ‘one’ to solve addition or missing addend
and numerals, the Structuring Number Strand, conceptual tasks (e.g. 6 + x = 9). The child may use a count-
down-from strategy to solve removed items,
place value knowledge and early multiplication and division. tasks (e.g. 17 – 3 as 16, 15, 14 – answer 14) but
Although LFIN is often used to analyse early number not count-down-to strategies to solve missing
subtrahend tasks (e.g. 17 – 14 as 16, 15, 14 –
learning, it was appropriately used in this study to focus on answer 3).
and analyse the level of the learners’ strategies when they Stage 4: Intermediate number The child counts-down-to to solve missing
sequence subtrahend tasks (e.g., 17 – 14 as 16, 15, 14 –
solved mathematical word problems. In a sense, the words of answer 3). The child can choose the more
the problems were unpacked to analyse the strategies related efficient of count-down-from and count-
down-to strategies.
to the numbers in the problems. Venkat (2012) employed the
Stage 5: Facile number The child uses a range of what are referred to
stages and levels of LFIN in a similar style in a research sequence as non-count-by-ones strategies. These
strategies involve procedures other than
project that analysed the development and interventions of counting-by-ones but may also involve some
mathematics teaching and learning. Boxes 1 and 2 show the counting-by-ones. Thus, in additive and
subtractive situations, the child uses strategies
stages of SEAL and levels of early multiplication and division. such as compensation, using a known result,
adding to 10, commutativity, subtraction as
the inverse of addition, awareness of the ‘10’
in a teen number.
The coded data were interpreted to communicate findings
and conclusions were drawn to explore the extent to which Source: Wright et al. 2006

learners engage with the writing tasks and the support

BOX 2: Model for early multiplication and division levels.
writing tasks give to the development of learners’ problem-
Level 1: Initial grouping Uses perceptual counting (that is, by ones) to
solving strategies. establish the numerosity of a collection of
equal groups, to share items into groups of a
given size (quotitive sharing) and to share
items into a given number of groups (partitive
Ethical considerations sharing).

For the purpose of this study, permission was sought from, Level 2: Perceptual counting in Uses a multiplicative counting strategy to
multiples count visible items arranged in equal groups.
and granted by, the Western Cape Education Department,
Level 3: Figurative composite Uses a multiplicative counting strategy to
Cape Peninsula University of Technology, the principal of the grouping count items arranged in equal groups in cases
school and the parents of all the learners in the participating where the individual items are not visible.

Grade 3 class. An informed consent form was read and Level 4: Repeated abstract Counts composite units in repeated addition
composite grouping or subtraction, that is, uses the composite unit
signed by the parents of the learner population granting a specified number of times.
participation in the study. Pseudonyms were used for the Level 5: Multiplication and Can regard both the number in each group
division as operations and the number of groups as a composite
school and all participants to maintain confidentiality. unit. Can immediately recall or quickly derive
many of the basic facts for multiplication and
division.
Results and discussion Source: Wright et al. 2006

During the intervention, learners engaged with the five

writing tasks. The following examples show how learners activity in Figure 3 while Bevan defines the qualities of a
used the tasks and developed the mathematical understanding problem solver in Figure 4.
through writing. When introduced to ‘writing to record
(keeping a journal or log)’ (Burns 1995:51), learners were The pre-test and post-test used in this study helped to gauge
presented with examples of ways to start sentences that the levels of problem-solving strategies learners used before
would help to guide their thinking. Figure 1 shows how and after implementing different types of writing tasks. The
Kayla used the writing prompts to describe what had stages and levels of the different aspects of LFIN (Wright et al.
happened during the day’s mathematics lesson. Learners 2006) provided clarity and differentiation between the strategies
were given a few opportunities during the intervention to learners used when solving problems. The findings of the pre-
use ‘writing to explain’ (Freed 1994:23). Bevan’s writing test showed that most learners had difficulty solving
(Figure 2) clarifies his understanding of the empty number mathematical word problems and communicating their
line after a mathematics lesson. Figures 3 and 4 show two thinking through writing. Learners sometimes used strategies
different examples of learners writing as they engaged with inappropriate to the problem types. Many learners in the
‘writing about thinking and learning processes’ (Burns selected Grade 3 class were restricted in their use of
2007:40). Gemma describes her favourite mathematics mathematical problem-solving strategies in the pre-test. Their

http://www.sajce.co.za Open Access

 Page 5 of 9 Original Research

FIGURE 3: Gemma (Thinking and learning processes).

FIGURE 1: Kayla (Journal).

FIGURE 4: Bevan (Thinking and learning processes).

FIGURE 5: Kayla (Pre-test).

intervention. At this point, learners’ written explanations were

fairly limited. Learners who wrote detailed explanations when
FIGURE 2: Bevan (Explanation). solving the problems of the post-test were able to provide
detailed verbal explanations of their strategies and solution
strategies often reflected lower stages and levels of different processes during the post-test interviews. It appeared that their
aspects of the LFIN. Tallies were frequently used as a strategy use of writing helped them to make sense of their strategies and
in the pre-test (Figure 5) and the earlier part of the writing justify their thinking when solving problems (Burns 1995:13).

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 Page 6 of 9 Original Research

The results showed an improvement in the level of problem- of early multiplication and division. The learner gave an
solving strategies used as learners made less use of tallies, for appropriate verbal explanation that each group represented one
example. This improvement was particularly evident among tricycle with three wheels. He continued to solve the problem
the below-average learners as shown in Figures 6 and 7. on his own. Later, as the researcher analysed what he had done,
Initially, Jarred used perceptual counting as a strategy to it became clear that he had still misinterpreted the problem. He
solve this problem: continued circling all his tallies into groups of three without
counting his tally marks. This caused him to go beyond the 65
The tricycle factory has 65 wheels available. How many wheels mentioned in the problem. An explanation was written
tricycles can they assemble with the wheels? by the teacher to prompt further thinking about the number of
tallies needed to represent the wheels in the problem. This
While discussing the written feedback the following day, the difficulty in understanding the complexity of symbols before
learner was probed to explain what he thought this meant while mastering the conceptual understanding was expressed in the
the researcher circled his tallies of the wheels to make a group of study by Mutodi and Mosimege (2016).
three wheels. This technique was at level 1 (initial grouping)
The problem in the post-test (Figure 7) was the second part of
a problem where 39 parents attended a parent meeting. It
read as follows:

After the parent meeting coffee will be served. One pot of

coffee makes 5 cups. How many pots of coffee need to be
made if each person has one cup?

Jarred represented his strategy using a drawing, numbers

and words that made sense. His strategy reflected figurative
composite grouping, level 3 of early multiplication and
division. He used repeated addition in such a way where
each group is represented as an abstract composite unit
(Wright et al. 2006). He wrote an explanation that detailed
how he solved the problem (Jacobs & Ambrose 2009:265).
He understood the mathematical concept required in the
problem, which was counting in fives. He did not rely on
counting by ones and used a strategy that required higher
order thinking. However, he did not continue to provide the
solution which was eight pots of coffee. At this stage,
learners had already encountered the concepts of counting
by threes and fives in prior mathematics lessons. The
strategies being used in these two problems by the same
learner shows how he progressed from initially using tallies,
where he was counting by ones, to counting in composite
groups of five without tallies later during the post-test.
The use of explanations in the writing tasks may have
FIGURE 6: Jarred (Intervention-Problem 5).
contributed to this improvement in his use of problem-
solving strategies.

Figures 8 and 9 compare strategies and explanations

used by an above-average learner. The pre-test problem
read:

There are 17 pins in a box. How many pins will there be in 6

boxes?

In this pre-test problem, Gemma used division instead of

multiplication. In the post-test, she was the only learner to
use conceptual place value in her problem-solving strategy to
solve the following problem:

Mark and Martha packed out 81 chairs. Mark packed out 48

FIGURE 7: Jarred (Post-test). chairs. How many did Martha pack out?

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 Page 7 of 9 Original Research

thinking (Burns 1995:69). In Figure 10, Gemma wrote an

explanation that helped the researcher to understand how
she solved the problem. By writing a response, Gemma was
prompted to review her strategy, find her error and write a
further explanation. Development of their conceptual
understanding was particularly evident in the post-test
where learners individually wrote more detailed explanations
incorporating mathematical ideas.

Figure 11 is an example of the development of learners’

problem-solving strategies and their use of writing during
the intervention. Gemma’s initial strategy shows her use of
tallies in solving the following problem:

FIGURE 8: Gemma (Pre-test). 32 birds land on the bird table. There are now 91 birds there.
How many birds were already on the table?

Learners were given an opportunity to share their problem-

solving strategies and explanations in an ability group
discussion. After engaging with other learners’ strategies,
Gemma was able to solve the problem by combining her
conceptual knowledge of place value and subtraction to find
the solution. She had arrived at the same solution using a
more sophisticated strategy after the discussion. At this stage
of the intervention period, her written explanations of her
strategies were still limited.

The majority of problem-solving strategies used by

learners in the post-test reflected higher stages and levels
of LFIN, suggesting that they were able to connect the
mathematical content and context of the problem to their
existing knowledge (Orton 2004:25). In some instances,
learners combined mathematical concepts in their
strategies portraying deeper conceptual understanding
(Figure 12). For this problem, 57 parents attended the
meeting. It read:

After the parent meeting coffee will be served. One pot of

coffee makes 7 cups. How many pots of coffee need to be
FIGURE 9: Gemma (Post-test). made if each person has one cup?

In her strategy, she incremented by tens off the decuple to work Initially, this average-ability learner used the doubling
out the difference between 48 and 81. She provided a detailed strategy to a point and incorporated this into a repeated
explanation of her strategy through her writing, which justified addition sum. Bevan successfully combined two strategies
her thinking demonstrating deeper conceptual understanding. from his prior knowledge, which demonstrates a deeper
This improvement in her use of a more advanced strategy that conceptual understanding. At this stage, learners had not
reflected a higher level of LFIN could possibly be attributed to encountered the concept of counting by sevens. He was able
the writing intervention she had received. to use his knowledge of doubling numbers and adding
seven each time rather than reverting to tallies and counting
Throughout the data collection period, learners were by ones.
encouraged to connect the problem they were solving to
a mathematical concept or idea. Initially, some learners, These results reflect that the learners’ thinking was
especially from the average and below-average ability appropriated concretely through their strategies and
groups, had difficulty finding the mathematical concept explanations as they solved problems and engaged in writing
or idea within the problem. As the writing intervention tasks. Learners employed the five writing tasks in order to
progressed, learners increasingly engaged in writing tasks in make sense of mathematical ideas and express their thinking:
a way that encouraged them to think through their strategies their use of writing revealed their individual development of
and solutions in order to write an explanation of their thought.

http://www.sajce.co.za Open Access

 Page 8 of 9 Original Research

a b

FIGURE 10: Gemma (Intervention-Problem 8).

FIGURE 12: Bevan (Post-test).

Conclusion
Burns’ (1995) writing methodology was used as a means to
support learners’ mathematical problem-solving strategies in
the South African Foundation Phase context. Writing tasks
were used as an intervention with a class of Grade 3 learners
during the data collection period. Data were collected from a
sample of eight learners. The intervention demonstrated the
development of their problem-solving strategies as they
applied their conceptual knowledge. Learners were using
more advanced strategies by the end of the data collection
period. The examples given show that there was a distinct
difference in the nature of learners’ representations when
FIGURE 11: Gemma (Intervention-Problem 1). results of the pre-test and the post-test were compared.

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 Page 9 of 9 Original Research

Five writing tasks were modelled to learners and implemented

during the intervention. One of the writing tasks, ‘writing to
References
solve mathematical problems’ was used during the pre-test Amaral, S.S., 2010, ‘Children’s discursive representations of their mathematical
thinking: An action research study’, master’s dissertation, University of Manitoba,
and post-test. The learners’ use of this writing task revealed Winnipeg, MB.
the extent to which learners were able to engage with at least Askew, M., 2013, ‘Mediating learning number bonds through a Vygotskian lens of
scientific concepts’, South African Journal of Childhood Education 3(2), 1–20.
one of the writing tasks. This independent use of writing https://doi.org/10.4102/sajce.v3i2.37
suggests that the use of writing tasks may increase learners’ Bruner, J. & Haste, H. (eds.), 1987, Making sense: The child’s construction of the world,
Routledge, London.
ability to describe the thinking behind their solution processes
Burns, M., 1995, Writing in math class: A resource for grades 2–8, Math Solutions,
when they engage in mathematical problem solving. Selected Sausalito, CA.
learners were able to provide written explanations of their Burns, M., 2007, About teaching mathematics: A K-8 resource, Math Solutions,
solutions in order to justify their strategies. Sausalito, CA.
Dana, N.F. & Yendel-Hoppey, D., 2009, The reflective educator’s guide to classroom
research: Learning to teach and teaching to learn through practitioner inquiry,
The aim of this article focuses on the support writing tasks Corwin Press, Thousand Oaks, CA.
give to Grade 3 learners while solving mathematical problems. Duarte, N., 2011, ‘Vygotsky and the dialectical appropriation of reality by scientific
knowledge’, paper presented at the International Society for Cultural and Activity
It explored the extent to which learners were able to engage Research, Rome, 8 September.
with the writing tasks and the support writing tasks give to Freed, S., 1994, ‘Writing in math classes’, The Journal of Adventist Education 56(3), 22–26.
the development of problem-solving strategies and the nature Graven, M., Stott, D., Mofu, Z. & Ndongeni, S., 2015, ‘Identifying stages of numeracy
proficiency to enable remediation of foundational knowledge using the learning
of learners’ representations. Although the scope of this article framework in number’, in Proceedings at the 23rd Annual Conference of the
Southern African Association for Research in Mathematics, Science and Technology
is limited, the use of writing methodologies such as Burns’s Education in Maputo, Mozambique, 13–16 January, pp. 69–83.
(1995) may be useful in the South African context. Venkat and Heddens, J.W. & Speer, W.R., 2006, Today’s mathematics: Concepts, classroom
Askew (2016) suggest that materials and pedagogic approaches methods and instructional activities, 11th edn., Wiley, Hoboken, NJ.
such as this methodology be adapted to address the issues and Jacobs, V.R. & Ambrose, R.C., 2009, ‘Making the most of story problems’, Teaching
Children Mathematics 15(5), 260–266.
needs of the South African mathematics classroom. Mutodi, P. & Mosimege, M., 2016, ‘The challenges of constructing mathematical
meaning through symbolisation at secondary school level: Some instructional
strategies’, in Proceedings of the 24th Annual Conference of the Southern African
The results of this study suggest that writing is beneficial in Association for Research in Mathematics, Science and Technology Education,
Pretoria, South Africa, 12–15 January, pp. 196–207.
the mathematics classroom. A more comprehensive study
Ndlovu, M. & Mji, A., 2012, ‘Alignment between South African mathematics
may be required on the use of each writing task to support assessment standards and the TIMSS assessment frameworks’, Pythagoras 33(3),
the development of problem-solving strategies. Learners’ 182–190. https://doi.org/10.4102/pythagoras.v33i3.182

talk can be explored during the ability group discussions O’Donnell, B., 2006, ‘On becoming a better problem-solving teacher’, Teaching
Children Mathematics 12(7), 346–351.
and collaborative work in relation to their development of Orton, A., 2004, Learning mathematics: Issues, theory and classroom practice, 3rd
problem-solving strategies. Further in-depth research can be edn., Continuum, London.
conducted in the Foundation Phase as well as higher grades Rule, P. & John, V., 2011, Your guide to case study research, Van Schaik, Pretoria.
to determine the usefulness of writing in mathematics across Schoenfeld, A.H., 2013, ‘Reflections on problem solving theory and practice’, The
Mathematics Enthusiast 10(1), 9–34.
the phases and stages of the mathematics curriculum. Sonne, A. & Graven, M., 2014, ‘Investigating how problem-solving skills can be
developed using a collaborative learning environment’, presentation at the 22nd
Annual Conference of the Southern African Association for Research in Mathematics,
Acknowledgements Science and Technology Education, Maputo, Mozambique, 13–16 January.
South Africa. Department of Basic Education (DBE), 2011a, Curriculum and assessment
This study was in part made possible through a grant by the policy statement: English mathematics, Department of Basic Education, Pretoria.
University Research Fund of the Cape Peninsula University South Africa. Department of Basic Education (DBE), 2011b, Curriculum and assessment
policy statement: English home language, Department of Basic Education,
of Technology Pretoria.
Tshesane, H. & Venkat, H., 2014, ‘Models and strategies for additive relations in
primary mathematics: Findings from a case study’, paper presented at the
Competing interests Proceedings of the 22nd Annual Conference of the Southern African Association
for Research in Mathematics, Science and Technology Education, Maputo,
Mozambique, 13–16 January.
The authors declare that they have no financial or personal
Venkat, H., 2012, ‘Wits maths connect – Primary’, presentation at the Community of
relationships which may have inappropriately influenced Practice Forum, Johannesburg, 20–21 August.
them in writing this article. Venkat, H. & Askew, M., 2016, ‘Materials “borrowing” and adapting: Overviewing “Big
Books” interventions in primary mathematics classrooms’, paper presented at the
Proceedings of the 24th Annual Conference of the Southern African Association
for Research in Mathematics, Science and Technology Education, Pretoria,
Authors’ contributions South Africa, 12–15 January.
Vygotsky, L.S., 1978, Mind in society: The development of higher psychological
C.V. and S.M. were the project supervisors. B.P., C.V. and processes, Harvard University Press, London.
S.M. co-designed the project. B.P. implemented the project, Wilcox, B. & Monroe, E.E., 2011, ‘Integrating writing and mathematics’, The Reading
Teacher 64(7), 521–529. https://doi.org/10.1598/RT.64.7.6
collected the data and analysed the data. B.P., C.V. and S.M.
Wright, R.J., Martland, J. & Stafford, A.K., 2006, Early numeracy: Assessment for
co-formulated the results, discussion and conclusion. teaching and intervention, 2nd edn., Paul Chapman Publishing, London.

http://www.sajce.co.za Open Access

MFPC411 LU1.1
The composition of the informal and formal
Mathematics register

M MOTHOLO
B10 G04
MMAPHADI.MOTHOLO@NWU.AC.ZA
 ATTENTION

COPYRIGHT CLEARANCE COVER PAGE FOR COPIES MADE BY

THE NORTH-WEST UNIVERSITY (NWU)

Some of the material has copyright and have been copied for
educational use. It is not for (re)sale and must not be
redistributed.
BLENDED LEARNING
 LECTURE RULES

• ATTENDANCE IS COMPULOSORY. DO NOT LET ABSENTEEISM CATCH UP WITH YOU AT A LATER STAGE!!
• If you are constantly on your phone during the lesson, I will respectfully take note of your name, surname and student number for
record keeping purposes.
• If I talk you will keep quiet and if you talk I will keep quiet.
• DO NOT BE LATE

Contact students:
• Meeting with lecturer in office B10 G01. ONLY UPON EMAIL APPOINTMENT!!!!!!
• Check the timetable on Efundi for my consultation hours.

Distance Students:
• You can contact me between 07:30-17:00. Any emails thereafter will be responded to the following day or within 72 hours.

• All students must familiarise themselves with the faculty guidelines on efundi. Furthermore, if you have a problem, you need to
send a respectful email. Should you still be dissatisfied, follow the grievance procedure on efundi.
 DISTANCE STUDENTS

All the materials are on efundi except the 2 textbooks. You have to
buy them or get it as part of your study materials
• The times and the dates for the recorded/zoom/Teams classes will
be posted on Efundi.
In the meantime you need to prepare for every week on efundi.
• Please follow the module plan to make sure that you are familiar for
the deadline dates for work that needs to be uploaded onto efundi.
 CONTACT STUDENTS

• SEE THE TIMETABLE AND VENUE ROSTER ON EFUNDI.

• You need to be attending classes face to face.
• You must send me an email confirming reasons for non attendance of class.
• If you send me an email requesting assistance yet my records show absenteeism with no communication
thereof, I will not respond. You are an adult.
 EMAIL PROCEDURE

• When you contact me via email I need the following at the beginning of the
email before you state your problem:

• 1. Your name
• 2. Distance or contact
• 3. Your student number
• 4. Your module code

I CANNOT HELP YOU WITHOUT THIS INFORMATION!!!!!

NB: IF YOU SEND A RUDE EMAIL, I WILL NOT RESPOND UNDER ANY CIRCUMSTANCES. BE
RESPECTFUL STUDENTS WHO EMOBODY THE QUALITIES OF A FOUNDATION PHASE TEACHER,
 EMAIL EXAMPLE

Subject: Confirmation of due date

Dear Ms Motholo
Hope you are well. I kindly request your assistance with navigating
LU2 and which articles I should refer to?

Kind Regards
Thabo Smit (Distance/Contact)
66531585
MFPC111
 TAKE NOTE

• I do not work at Efundi.

• I do not work at IT.
• I do not work with registrations.
• I am not a lecturer for any other module.
• I do not work at the Distance Offices.
• CONTACT THE RELEVANT DEPARTMENT IF YOU HAVE
QUERIES RELATING TO THESE. ONLY EMAIL ME ON MATTERS
PERTAINING TO MFPC411.
• CONTACT INFORMATION CAN BE FOUND ON GOOGLE FOR
RELEVANT DEPARTMENTS.
 SELF DIRECTED LEARNING

• A process where students take the initiative to identify their learning

needs, set goals, and select strategies to achieve those goals.
• Developing independent learning skills, critical thinking, and
responsibility for one’s academic progress.
• Autonomy: Students take control of their learning.
• Self-Motivation: Learning is driven by personal goals and curiosity.
• Goal-Oriented: Clear, achievable learning objectives are set.
• Resourcefulness: Students identify and utilize appropriate resources.
• Reflection: Learners evaluate their progress and outcomes.
 LESSON UNIT 1

• Lesson Unit 1
Language development
Lesson Unit 1.1 The composition of the informal and formal
Mathematics register
Lesson Unit 1.2 Reading in Mathematics and the development of
mathematical vocabulary
Lesson Unit 1.3 Developing mathematical writing skills
Lesson Unit 1.4 Mastering the Mathematics register: Speaking in
Mathematics
Lesson Unit 1.5 Assessment in Mathematics
 OUTCOMES

• Understand and define Mathematics as a language

• defining the Mathematics register
• the informal Mathematics register (educational language)
• the use of the informal Mathematics register to facilitate new
concepts;
• the three different language contexts of multilingual classrooms.
 COMPOSITION OF INFORMAL AND FORMAL REGISTER

Articles
• Charlesworth , Lind & Fleege
• AtkinsonSl Chapter 9
• Thompson & Rubenstein, 2000
• Thompson et al., 2016.
• Vorster, 2005
• Gafoor & Sarabi, 2015
• Riccomini et al., 2015
 Mathematics as a language

Spoken Written
language language Reading Sybolism
Gesproke Geskrewe Lees Simbolies
taal taal

Voster Chapter 3
 MATHEMATICS IS…

• … a language that makes use of symbols and notations for

describing numerical, geometric and graphical
relationships. It is a human activity that involves observing,
representing and investigating patterns and qualitative
relationships in physical and social phenomena and between
mathematical objects themselves. It helps to develop mental
processes that enhance logical and critical thinking,
accuracy and problem solving that will contribute to
decision-making
 MATHEMATICS IS…

• Mathematics is both oral and written

• Formal or informal
• Not only describes but helps to format concepts
• Has communication as a major purpose
• Has a well constructed syntax
 MATHEMATICS IS…
• Mathematics can be used to
describe patterns, relationships,
structures and properties that
cannot be communicated in any
other way.
• Therefore, it is a vehicle for
logical thinking
 MATHEMATICS AS A SPOKEN
LANGUAGE
1. What is the difference between
a "square" and a "rectangle"?
Can you explain it to your friend
without drawing? How does
using words help us understand
shapes better?
2. Name the shapes below?
3. When we say "first, second,
third," what are we talking
about? How do these words help
us organize things like steps in a
game or positions in a race?
4. Can you describe the pattern
below?
ACTIVITY
 MATHEMATICS AS WRITTEN LANGUAGE

• 243 = 200 + 40 + 3
• 243 = 2 hundreds + 4 tens + 3 ones
• A learners is tasked with writing their own breakdown of the number
using these formats. They are encouraged to explain their written
work to a peer.
• One learner writes, "243 = 200 + 40 + 3" but struggles to articulate
this in English. The teacher models the sentence: "Two hundred plus
forty plus three equals two hundred and forty-three." The learner
repeats it and then writes a full sentence: "243 is two hundreds, four
tens, and three ones."
 MATHEMATICS AS A WRITTEN LANGUAGE

• Symbols like <,>,=<,>,= express relationships

• Labeling a triangle with A,B,C at its vertices. Triangle ABC is a
mathematical description.
• Writing a problem such as, "Sipho has 3 apples, and Thandi gives
him 2 more. How many apples does Sipho have now?" translates
spoken language into written mathematical form.
 MATHEMATICS REGISTER

Mathematics register includes ordinary words that would have a different meaning in
mathematics than in the everyday language.

Eg: In everyday language, "product" typically refers to something that is made or

produced, like a manufactured item. In mathematics, "product" specifically refers to
the result of multiplying two or more numbers. For example, the product of 3×4 = 12.

CAN YOU THINK OF OTHER MATHEMATICAL REGISTERS?

 CHARACTERISTICS OF MATHEMATICS LANGUAGE (Gafoor &
Sarabi)

1. Content: Lexicon and Grapheme

Vocabulary or lexicon is the basic component of any natural
language.
Natural language has its own grapheme which is the smallest unit
used in describing the writing system of a language.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE

• 2. Structure: structure of language is governend by rules related to

phonology, morphology and syntax.
Phonology deals with the sound system of language.
Morphology deals with the rules related to formation of words.
Syntax is the formation of sentences that we commonly refer as
grammar in language.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE

3. Function: Semantics and pragmatics.

Semantics patterns the meaning of words and sentences whereas
pragmatics is system that outlines the use of language in context.
CHARACTERISTICS OF MATHEMATICS LANGUAGE
 SYMBOLIC EXPRESSIONS IN MATHEMATICS

• Mathematics is a special-purpose language - own symbols and rules

of grammar that are quite different from those of English and other
languages.
• The symbolic language consists of symbolic expressions written in
the way mathematicians traditionally write them.
• A symbol is a typographical character such as: x,Φ,∪ .
• Some symbols commonly associated with mathematical operations:
• The symbol + is associated with the concepts of ‘plus’, ‘add’,
‘increase’ and ‘positive’
• −5°C, meaning a temperature of minus five degrees Celsius, etc.
 SYMBOLIC EXPRESSIONS IN MATHEMATICS

• In symbolic expressions, the symbols and the arrangement of the

symbols both communicate meaning
• A symbolic expression consists of symbols arranged according to
specific rules.
• Every symbolic expression identifies with one of the two types:
• symbolic assertion
• symbolic statement
 SYMBOLIC STATEMENT

• A symbolic statement is a declarative sentence written in

mathematical symbols that is either true or false. It expresses a
complete thought or proposition.
• Characteristics: It can be evaluated for truth value (true or false).It
is used to represent facts or relationships.
• 2+2=4: This is true.
• 2+2=5: This is false.
 SYMBOLIC ASSERTION

• A symbolic assertion is a mathematical statement made with the

intent of claiming or declaring that it is true, either universally or
within a specific context. Assertions often involve an implicit or
explicit assumption that the statement is correct.
• Characteristics:
• It declares something as true.
• Assertions are often used in proofs, axioms, or theorems.
• Assertions may require justification or proof.

• Prove that triangle GEF = triangle HIJ

 MATHEMATICS REGISTER

• Try to answer the following questions from a numeracy test:

• 1.1 Bhala esi sivakalisi sibe linani. Amawaka angamashumi amabini
anamakhulu amabini anesithandathu.
• 1.2 102 − 36 =
• 1.3 1 048 + 21 376 =
• 1.4 23 × 145 =
• 1.5 168 ÷ 12 =
• 1.6 Dibanisa olu luhlu lwamanani lulandelayo.
 MATHEMATICS REGISTER

• The mathematics register refers to the specialized language used to

communicate mathematical ideas. It includes vocabulary, symbols,
syntax, and ways of reasoning.
• This register can be divided into informal and formal categories,
each serving different purposes in mathematics teaching and
learning.
Three different language contexts
• Urban/ suburban
• Township
• Rural
 Three different language contexts
• Urban-suburban environment – English/ Afrikaans - context
• Urban/ Township context – strong regional language, co-exist
with different other languages (not high English proficiency).
• Rural context – English is mainly at school. Most have the same
home language.
• Teachers codeswitch ( move back and forth) in the last two
contexts.
• Teachers have to choose language strategies and mathematical
language teaching practices.
 INFORMAL REGISTER

• Everyday language and expressions used to describe mathematical

concepts in a way that is familiar and relatable to learners.
• Uses common, non-technical vocabulary.
• Encourages intuitive understanding and personal connections to
concepts.
• Often involves practical examples, stories, or real-life applications. More
conversational and less structured.
• Bridges learners' existing knowledge and the more formal mathematical
register.
• Examples: "If you have 3 apples and get 2 more, how many do you have?
• "Think of 4 groups of 5. How many in total?"
 FORMAL REGISTER

• Precise, technical language and symbols used for clear and

unambiguous communication of mathematical ideas.
• Uses standardized vocabulary, syntax, and symbols.
• Requires accuracy and adherence to rules. Lacks ambiguity and
focuses on logical reasoning.
• Commonly used in textbooks, assessments, and professional
discourse.
• Examples: "The sum of 3 and 2 is 5.
• The product of 4 and 5 is 20.
 MATHEMATICS REGISTER
• Understanding Potential Difficulties with Mathematics Language:
• Words are used differently (e.g., "product" in social English vs.
mathematics).
• Words may have multiple meanings across disciplines (e.g., "radical" in
mathematics, science, or social studies) and within mathematics itself
(e.g., "base" of a triangle vs. a power).
• Phrases have meanings distinct from individual words (e.g., "if-then,"
"polygon" vs. "regular polygon").
• Complex syntax, such as passive voice or "if-then" structures, can create
confusion.
• Semantics is key for understanding meaning (e.g., "3 times a number is 5
more than the number" translates to 3x=x+5).
• Cultural references in word problems (e.g., "in the red" meaning deficit)
may hinder comprehension.
• Language-specific challenges (e.g., South African indigenous language
speakers may struggle with connectives like "or") impact understanding.
 MOVING FROM INFORMAL REGISTER TO FORMAL REGISTER

• Transitioning Between Informal and Formal Registers In teaching,

moving from informal to formal registers is critical for deep
understanding.

• For example: Introduce concepts informally: Use real-life contexts

and simple language.
• Connect to formal terms: Gradually introduce mathematical
vocabulary and symbols alongside informal explanations.
• Practice the formal register: Engage learners in exercises requiring
precise language, such as solving equations or explaining reasoning
using technical terms.
Communication for linking the informal and the formal
Mathematics register (Thompson et al.,2016)
 EXPLORATORY TALK

• Students share and help each other to understand the problems.

They listen to each other’s contributions and respect their idea even
if they disagree. They can challenge and counter challenge
arguments. But they should give reasons and substantiate their
challenges with sentences such as , “ I think….because….” the
group work together as equitable consensus.
 ACTIVITY

• Use the Gr 3 CAPS – any part in maths

• Identify each of the following
Any diagram
Symbolic expression
Verbal expression
Informal and Formal language
Terminology that can have two meanings
 EFFECTIVE COMMUNICATION (RICCOMINI)

• Mathematical proficiency includes the ability to communicate and reason through written and
spoken language.
• Communicating mathematically is a complex task for even the most mathematically advanced
student.
• The ability to effectively communicate (expressively and receptively) through the language of
mathematics requires mathematical understanding; a robust vocabulary knowledge base;
flexibility; fluency and proficiency with numbers, symbols, words, and diagrams; and
comprehension skills.
• Many students struggle with some or all of the important mathematical concepts, especially
students with learning disabilities (Morin & Franks, 2010).
• Every day in their mathematics classrooms, students encounter a text-centered instructional
setting that creates unintended barriers to their learning (Anderson-Inman & Horney, 1998).
• It is important to recognize the many and varied difficulties that present challenges for students;
finding instructional strategies and activities to help students overcome these difficulties is
imperative.
 CATEGORIES OF DIFFICULTY (Riccomini)
Category Explanation/Examples
Words have different meanings depending on context (e.g., "foot" as 12 inches vs.
(a) Meanings are context-dependent
"foot" of the bed).
Mathematical terms are more specific (e.g., "product" as the result of multiplication
(b) Mathematical meanings are precise
vs. the product of a company).
(c) Terms specific to mathematics Words unique to mathematics (e.g., polygon, parallelogram, imaginary number).
Terms with varied meanings even within mathematics (e.g., "side" of a triangle vs.
(d) Multiple meanings
"side" of a cube).
Words with technical meanings in different fields (e.g., "cone" as a shape vs. "cone"
(e) Discipline-specific technical terms
for holding ice cream).
(f) Homonyms with everyday words Mathematical terms that sound like common words (e.g., "pi" vs. "pie").
Words with related meanings but different usage (e.g., "circumference" vs.
(g) Related but different terms
"perimeter").
(h) Challenges with translated words Issues with translations affecting meaning (e.g., "mesa" vs. "table").
Words with unusual spellings that may confuse learners (e.g., "obelus" [÷] vs.
(i) Irregularities in spelling
"obeli").
(j) Multiple verbalizations Concepts expressed in different ways (e.g., "15 minutes past" vs. "quarter after").
Use of everyday terms instead of mathematical terminology (e.g., "diamond" vs.
(k) Informal terms used in place of formal ones
"rhombus," "in the house" vs. "in the division bracket").
 LANGUAGE PHENOMENA

Visibility and invisibility of language

Word-walking (Code switching)

Decoding

Double -decoding

Self-talk
VISIBILITY AND INVISIBILITY OF LANGUAGE (Thompson et al.,)

Invisible: Language only used to clarify the Mathematics

Visible: Specific attention to the correct terminology and phrases, the meaning of words and the
correct syntax

The mastering of the Mathematics language register is an outcome in itself. Too much visibility of the
language can sometimes lead to obscured Mathematics.

Needs to be a balance between the visibility and invisibility of language so that the learners have the
benefit of the explicit language teaching but the Mathematics does not become obscured.
 WORD WALKING (CODE SWITCHING)

• The process of "translation" between spoken language and mathematical

language.
• "Wordwalking" is when a learner substitutes a mathematical word or phrase in
an original problem statement with natural language, but changes the meaning
of the problem
OR
• The meaning of the substitution overlaps with the substituted word, but
changes the structure of the resulting mathematical problem statement.

• Eg: Original Mathematical Statement: The difference between 12 and a number

is 5.
• Wordwalking:The learner might interpret this as: 12 minus 5 is the number.
 DECODING

interpreting and understanding mathematical language, symbols, and structures to

extract meaning and solve problems. It involves "translating" abstract or symbolic
representations into meaningful concepts that align with the learner's understanding.

Decode the following word sum:

"If a student has 3 pens and buys 5 more, how many pens does the student have now?"
 CONT.

• Recognize "3 pens" as an initial quantity.

• Understand "buys 5 more" implies addition.
• Formulate the equation: 3+5=83+5=8.
 SELF TALK

• Self-talk can be non-vocal and some times a learner would speak

aloud.
• Self-talk forces a learner to find words to express thoughts.
• Self-talk helps the learner to explore a problem and to guide
thoughts in order to solve a problem.
 Class activity – submit Groups of 4
Concept: triangle
Write a dialogue between a
teacher and a learner.
The following must be visible:
• Formal and informal language
must be present.
• De-coding
© North-West University (2012)
Lesson Unit 1.2
Leereenheid 1.2

MFPC 411
2022
 Significant concepts
 Define the mastering Mathematics as language. (Gafoor & • Definieer die bemeestering van Wiskunde as
Sarabi, 2015) taal. (Gafoor & Sarabi, 2015)
• Definieer die kriteria vir die bemeestering van
 Define the criteria for mastering Mathematics as a language Wiskunde as 'n taal (Haylock & Cockburn,
(Haylock & Cockburn, 2008:7) 2008:7)
• Identifiseer die verbande wat die leerders moet
 Identify the connections the learners should make in maak om Wiskunde as taal te bemeester.
mastering Mathematics as language.
• Onderskei met voorbeelde die koppeling van
 Distinguish with examples the linking new experiences with
nuwe ervarings met vorige leer in die
bemeestering van Wiskunde as taal.
previous learning in mastering Mathematics as language.
• Beskryf met voorbeelde die onderrigmodel om
 Describe with examples the teaching model to utilise when te gebruik wanneer Wiskunde as taal onderrig
teaching the Mathematics as language (Haylock & Cockburn,
word (Haylock & Cockburn, 2008:10)
2008:10) • Verduidelik die belangrikheid van die
Wiskundige konsepte as 'n netwerk van
 Explain the importance of the Mathematical concepts as a verbindings.
network of connections. • Motiveer die belangrikheid van wiskundige
aktiwiteite in die bemeestering van Wiskunde as
 Justify the significance of mathematical activities in mastering taal.
Mathematics as language. • Identifiseer die kognitiewe las wat betrokke is by
die bemeestering van Wiskunde as taal. (Gafoor
 Identify the cognitive load implicated in mastering & Sarabi, 2015)
Mathematics as language. (Gafoor & Sarabi, 2015)
• https://www.youtube.com/watc
h?v=YtERoY3nVl8&ab_channel=
AustralianMathematicalSciences
Institute
 Define the mastering Mathematics as
language. (Gafoor & Sarabi, 2015)
• Communicating in, with and • Kommunikeer in, met en oor
about mathematics Wiskunde
• Understanding other’s written, • Verstaan ander se geskrewe,
visual or oral ‘text’ visuele of gesproke `teks’
• Expressing oneself , at different • Druk jouself uit, op verskillende
levels of theoretical and vlakke van teoretiese en tegniese
technical precision, in oral, visual presiesheid, gesproke, visuele of
or written form. geskrewe vorm
It includes to understand and to interpret oral expressions of mathematics, to decode written and
graphical representations of mathematical ideas, to express quantitative ideas and statements
orally and in writing in varied contexts
Define the criteria for mastering Mathematics
as a language (Haylock & Cockburn, 2008:7)
Four key components: • Vier hoof gedeeltes:
• Concrete material • Konkrete materiaal
• Simbole
• Symbols • Taal en
• Language and • Prentjies
• Pictures
• Learners must be able to • Leerders moet kan
communicate! kommunikeer!
exploring the relationship between mathematical symbols and the other components of children’s
experience of mathematics, such as formal and everyday language, concrete or real-life situations
and the various kinds of pictures.
Identify the connections the learners should
make in mastering Mathematics as language
• Connection between real • What happens if a learner count
objects, pictures, math symbols the steps while walking?
and math language • Or: Playing with dominos?
- Equivalence = learners recognise what is
the same about mathematical objects
- Transformation = recognise what is
different or what has changed
- Mathematics symbols – where a symbol represents a network of
connections. It represents a concept
- The symbol for zero -word is zero, symbol is 0. Can mean nothing the
concept of ‘equals’, that we normally represent by the equals sign.
- Equals sign representing an equivalence – 2 + 4 = 6
- The equals sign representing transformation – two sets to make up
one
Language in this model includes formal By pictures, I have in mind all kinds of
mathematical language: subtract, multiply, divide, charts,
equals, and so on. It also includes more informal graphs, pictograms and sorting
language appropriate to various contexts: diagrams and, especially,
taking away, so many lots of so many, sharing, is the the picture of number as provided in
same as, makes, and so on. In particular, number
it includes key patterns of language, such as in strips and number lines.
these examples: 8 is 3 more than 5, and 5 is
3 less than 8; 12 shared equally between 4 is 3 each

Symbols are those we use to Practical/real-life experiences include any kind

represent numbers and of engagement with physical objects, such as
number operations, equality counters,
and inequality: 3, ¾, 0.78, +, coins, blocks, fingers, containers, groups of
–, ×, ÷, =, <, >, and so children, board games or toys. This component also
on. includes any real-life situations, such as shopping,
measuring, travelling, cooking or playing in the
playground,
whether actual or imagined.

Haylock, D & Manning, R. Mathematics explained for Primary teachers.

Distinguish with examples the linking of new experiences
with previous learning in mastering Mathematics as
language. (p. 9)
• The more strongly connected the experience - Think of understanding of concepts of number
is, the greater and more secure is our and number operations
understanding
- Concrete experiences, symbols, language
• Teacher must help to build up connections
and pictures {plates – the shape for 5 -
between the four key components
connected with language ‘5’
Describe with examples the teaching model
to utilise when teaching the Mathematics as
language (Haylock & Cockburn, 2008:10)
How do learners manipulate language of both formal mathematical language and
less formal language in harnessing understanding mathematics (Haylock &
Cockburn, 2008)? / Hoe manipuleer leerders taal van beide formele wiskundige taal
en minder formele taal om wiskunde te verstaan (Haylock & Cockburn, 2008)?
Explain the importance of the Mathematical
symbols as a network of connections.
• Symbol is a way of representing a • 4+2=6
concept, network of concepts • Give a few different experiences
• Symbol becomes a means whereby
we can manipulate that concepts
according to various rules.
• Without symbols – cannot manipulate
concepts - Hence, can be thought of a network of connections
between symbols, language, concrete experiences
• It enables us to talk about and pictures
understanding in mathematics to
view the growth of understanding
as the building up of cognitive
connections
Justify the significance of mathematical activities in
mastering Mathematics as language.
• Activities help with the making • Children learning mathematics can be
considered being in double disadvantage.
of the connections between Compared to learning of languages, social
sciences and even natural sciences, learning
symbols, pictures and Language of mathematics calls for higher cognitive
• Learners must think bout, read investment in learning concepts and principles,
processes and related skills and specific
about, talk about and write language for communicating what is being
learn
about information. That happens
in every activity.
Identify the cognitive load implicated in
mastering Mathematics as language. (Gafoor
& Sarabi, 2015
• Mastering math concepts,
processes and related skills
WITH
• Specific language for
communication
• Teachers and learners focus on
processes and skills , but they do
not have the language to
communicate
• THUS: negativity, anxiety and
fear!
Class activity
https://www.youtube.com/watch?v=0lj3Yg1TbA8&ab_channel=jontynumicon

• While watching this video, give

the following:
• What symbols were used?
• Pictures?
• Concrete experiences?
• Language?

• What connections were made?

 MFPC411
LU 1.2 Mastering Mathematics as a language
(speaking, reading, writing)

Ms Motholo
B10 G01
Mmaphadi.Motholo@nwu.ac.za
 OUTCOMES

 Define the mastering of Mathematics as language. (Gafoor & Sarabi, 2015)

 Define the criteria for mastering Mathematics as a language (Haylock & Cockburn, 2008:7)

 Identify the connections the learners should make in mastering Mathematics as language.

 Distinguish with examples the linking new experiences with previous learning in mastering Mathematics as
language.

 Describe with examples the teaching model to utilise when teaching the Mathematics as language (Haylock &
Cockburn, 2008:10)

 Explain the importance of the Mathematical concepts as a network of connections.

 Justify the significance of mathematical activities in mastering Mathematics as language.

 Identify the cognitive load implicated in mastering Mathematics as language. (Gafoor & Sarabi, 2015)
• https://www.youtube.com/watch?v=YtERoY3nVl8&ab_channel=Austr
alianMathematicalSciencesInstitute
Define the mastering of Mathematics as language. (Gafoor &
Sarabi, 2015)
• Understand and to interpret oral expressions of mathematics, to
decode written and graphical representations of mathematical ideas,
to express quantitative ideas and statements orally and in writing in
varied contexts.
• Communicating in, with and about mathematics
• Understanding other’s written, visual or oral ‘text’
• Expressing oneself , at different levels of theoretical and technical
precision, in oral, visual or written form.
 1. UNDERSTANDING AND INTERPRETING ORAL EXPRESSIONS
OF MATHEMATICS

Example 1:
A teacher says, “Find the sum of 7 and 8.”

Example 2:
If a word problem says, “You have 12 apples, and you give 4 away.
How many are left?”
 2. DECODING WRITTEN AND GRAPHICAL REPRESENTATIONS
OF MATHEMATICAL IDEAS
Example 1:
• Seeing the equation 5 × 3 = 15 and understanding that it means "5 groups
of 3 equal 15.

Example 2:
Looking at a bar graph showing how many students like different fruits and
interpreting that the tallest bar represents the most popular fruit.

Example 3:
Understanding that ½ on a fraction wall means dividing a whole into two
equal parts.
 3. EXPRESSING QUANTITATIVE IDEAS AND STATEMENTS
ORALLY AND IN WRITING IN VARIED CONTEXTS

Example 1:
Instead of just saying "8 - 3 = 5," a student should be able to
explain, If I start with 8 and take away 3, I have 5 left.
Example 2:
Writing a word problem: “Sarah had 6 candies. She got 4 more. How
many does she have now?” (instead of just writing 6 + 4 = 10).
Example 3:
Describing a pattern: “The numbers 2, 4, 6, 8 form a pattern where
each number increases by 2.”
Define the criteria (components) for mastering Mathematics
as a language (Haylock & Cockburn, 2008:7)
• exploring the relationship between mathematical symbols and the
other components of children’s experience of mathematics, such as
formal and everyday language, concrete or real-life situations and
the various kinds of pictures.
 CONNECTIONS BETWEEN THE FOUR
COMPONENTS
• Connection between concrete
experiences, pictures, math • What happens if a learner counts out loud as
they climb the steps? (language of number
symbols and math language with physical experience)
• Or: Playing with dominos? (language of
number on the game piece with physical
experience)
 CASE STUDY: identify the four components in the
lesson below
• Ms. Dlamini, a Grade 1 teacher, is teaching her learners how to add numbers up
to 10. She begins the lesson by giving each child a small basket of counters
(bottle caps). She asks the learners to take 3 counters in one hand and 2
counters in the other. She then instructs them to push all the counters together
and count the total. The learners count and say, “1, 2, 3, 4, 5!”
• After practicing with the counters, Ms. Dlamini shows them number cards with
numerals. She asks one child to hold a card with 3, another to hold a card with
+, and another to hold 2. Finally, she asks a fourth child to find the card with the
answer (5) and complete the equation: 3 + 2 = 5.
• Next, Ms. Dlamini asks, “If you have 3 apples and I give you 2 more, how many
do you have in total?” The children respond, “Five!” She also asks them to say
the sentence: “Three plus two equals five.”
• To reinforce learning, Ms. Dlamini asks the learners to draw three circles and
two more circles in their notebooks. Then, they count all the circles and write the
number 5. She also draws a number line on the board and demonstrates how to
jump from 3 to 5 by making two jumps forward.
Language in this model includes formal By pictures, I have in mind all kinds of
mathematical language: subtract, multiply, divide, charts, graphs, pictograms and sorting
equals, and so on. It also includes more informal diagrams and, especially, the picture
language appropriate to various contexts: taking of number as provided in number
away, so many lots of so many, sharing, is the same strips and number lines.
as, makes, and so on. In particular,
it includes key patterns of language, such as in
these examples: 8 is 3 more than 5, and 5 is 3 less
than 8; 12 shared equally between 4 is 3 each

Practical/real-life experiences include any kind

of engagement with physical objects, such as
counters,
Symbols are those we use to
coins, blocks, fingers, containers, groups of
represent numbers and
children, board games or toys. This component also
number operations, equality
includes any real-life situations, such as shopping,
and inequality: 3, ¾, 0.78, +,
measuring, travelling, cooking or playing in the
–, ×, ÷, =, <, >, and so on.
playground,
whether actual or imagined.
Haylock, D & Manning, R. Mathematics explained for Primary teachers.
 Explain with examples the linking of new experiences
with previous learning in mastering Mathematics as
language. (p. 9)
• The more strongly connected the experience - Think of understanding of concepts of number
is, the greater and more secure is our and number operations
understanding
- Concrete experiences, symbols, language
• Teacher must help to build up connections
and pictures : playing board game
between the four key components
 Describe with examples the teaching model to utilise
when teaching Mathematics as language (Haylock &
Cockburn, 2008:10)
Activity: the shape for 5 -
connected with language ‘5’
• Play with materials that is
connected to the language of “5”
• Task needs to have a part of the
activity that shows the position
of 5 between other numbers.
• Child connect number as he fills
each hole in the plate with a
peg.
• Connection – language –
picture- patterns – physical
action and symbols
 Explain the importance of the Mathematical
symbols as a network of connections.
• Symbol is a way of representing a •4+2=6
concept, network of concepts
• Give a few different experiences
• Symbol become a means whereby we
can manipulate that concepts
according to various rules.
• Without symbols – cannot manipulate
concepts - Hence, can be thought of a network of connections
between symbols, language, concrete experiences
• It enables us to talk about and pictures
understanding in mathematics to
view the growth of understanding
as the building up of cognitive
connections
 Identify the cognitive load implicated in
mastering Mathematics as language. (Gafoor
& Sarabi, 2015
• Mastering math concepts,
processes and related skills
WITH
• Specific language for
communication
• Teachers and learners focus on
processes and skills , but they do
not have the language to
communicate
• THUS: negativity, anxiety and
fear!
 Class activity
https://www.youtube.com/watch?v=0lj3Yg1TbA8&ab_channel=jontynumicon

• While watching this video, give

the following:
1. What symbols were used?
2. Pictures?
3. Concrete experiences?
4. Formal or Informal Language?

• What connections were made?

THANK YOU
 Lesson Unit 1.3
Leereenheid 1.3

Mastering the Mathematics Register: Speaking

Mathematics in the Foundation Phase
Bemeestering van die Wiskunde register: Praat
in Wiskunde in die Grondslagfase
 What does the following WORDS
mean?
• Count • Tel
• Difference • Verskil
• Division • Deling
• Pyramid • Piramide

Answer the following question?

“What is the difference between 9 and 4?”
Wat is die verskil tussen 9 en 4?
• why doesn’t 6 divided into 12 mean the same
thing as 6 divided by 12?
• Mathematical language is crucial to children’s
conceptual development. If children don’t
have the vocabulary to talk about division, or
perimeters, or numerical difference, they
cannot make progress in understanding these
areas of mathematical knowledge (UK
Department for Education and Employment,
2000).
Oral competencies
Mondelinge bevoegdheid
• Oral communication, • Mondelinge
Formal and informal are kommunikasie, Formele
NB en informele is NB
• By articulating math • Deur wiskunde-idees te
ideas and discussing it, artikuleer en te
learners negotiate math bespreek, onderhandel
meaning for leerders wiskunde-
themselves. betekenis vir hulself.
• Learners ideas are • Leerders se idees
modifies and develop, verander en ontwikkel,
new knowledge are nuwe kennis word in
integrated into existing bestaande skemas
schemes geïntegreer

Voster
 CAPS
KABV
Par 1.3 (d)The National Curriculum Par 1.3 (d) Die Nasionale
Statement Grades R - 12 aims to produce Kurrikulumverklaring Graad R-12 het ten doel
learners that are able to: om leerders te produseer wat in staat is om:
• communicate effectively using visual, • effektief kommunikeer deur visuele,
symbolic and/or language skills in simboliese en / of taalvaardighede in
various modes; verskillende modi te gebruik;
2.4. Specific Skills 2.4. Spesifieke vaardighede
To develop essential mathematical skills the Om noodsaaklike wiskundige vaardighede te
learner should ontwikkel, moet die leerder
• learn to listen, communicate, think, • leer om te luister, te kommunikeer, te
reason logically and apply the dink, logies te redeneer en toe te pas op
mathematical knowledge gained; die wiskundige kennis wat verkry is;

Table 2.1 Tabel 2.1

Solving problems in context enables learners Om probleme in konteks op te los, stel
to communicate their own thinking orally and leerders in staat om hul eie denke mondeling
in writing through drawings and symbols. en skriftelik deur middel van tekeninge en
simbole te kommunikeer.
 VYGOTSKI

Studied the
growth of Through
knowledge

Language Using the ideas

acquisition of

Dialogue Through
(external) and enculturation we
monologue learn how and
(internal) what to think.
 Fases van taal
Stages of language
• Voor-intellektuele • Pre-intellectual social
sosiale spraak: (0-3) speech: (0-3)
• Egosentriese spraak: • Egocentric speech:
(2-7) (2-7)
• Innerlike spraak: (7+) • Inner speech: (7+)

12
 Fase 1 van taal
Stage 1 of language
• Voor-intellektuele • Pre-intellectual social
sosiale spraak: (0-3) speech: (0-3)
– Geen idees gevorm deur – No thoughts constructed
gebruik van spraak. through the use of
– Spraak gebruik vir language.
sosiale verandering. – Speech used for social
change.
– Speech is used to
control the behaviour of
others. Express simple
thoughts and emotions
e.g. I want daddy. This
provokes behaviour –
getting daddy.
13
 Fase 2 van taal
Stage 2 of language
• Egosentriese spraak: (3-7) • Egocentric speech: (3-7)
– Taal help gedrag beheer. – Language helps to control
– Hardop praat (verbaliseer behaviour.
gedagtes terwyl speletjies – Spoken out loud (verbalise
speel). thoughts while playing
games).
– Children talk to themselves
regardless of speech other
individuals who are listening.
They say things out loud to
guide their behaviour. They
talk about what they are
doing and why. Their
reasoning is that language
must be spoken to direct
behaviour, e.g. a child will
often say hop, scotch, hop
when playing a game of 14
hopscotch as if to tell their
body what to do.
 Fase 3 van taal
Stage 3 of language
• Innerlike spraak: (7+) • Inner speech: (7+)
– Stil gebruik om innerlike – Silently used to develop
denke te ontwikkel. inner thought.
– Publieke gebruik vir – Publicly used for
kommunikasie. communication.
– This inner speech is silent; it
is used to direct behaviour or
thoughts. When this stage is
reached individuals can
engage in all types of higher
mental functions. An adult
may have an inner
conversation about what to
cook for dinner or what
they will say when they meet
someone. This prepares
them and directs behaviour
in the actual situation. 15
• Voor ’n kind ses word is • Before age of six
’n kind geneig om alles children tend to label
om hom te benoem. everything.
• Benodig die aanleer • Acquire language which
van taal wat hom met connects them with
die buite wêreld outside world.
verbind. • To develop intellectually
• Om intellektueel te kan the individuals , the
ontwikkel moet die culture and
individu , sy kultuur en environment must be
sy omgewing aktief active.
wees.

16
• The ability to formulate • Die vermoë om
problems in probleme in Wiskunde
Mathematics, to talk te formuleer, om
about Mathematics Wiskunde te bespreek
using informal but also deur informele, maar
more formal and ook meer formele en
precise terminology, presiese terminologie te
should be fostered and gebruik, moet bevorder
should be one of the word en behoort een
outcomes of van die uitkomste van
Mathematics teaching. Wiskunde-onderrig te
wees.
• What the child does • Wat die kind doen en
and what the child wat die kind sê, vertel
says, tells the teacher die onderwyser wat
what the child knows die kind weet
(external (eksterne voorstelling
representation of van interne
internal voorstelling)
representation)
 Using questions in Math
• 2+3=?

How do you How did you

know your get your
answer is answer?
correct?

Defend your
answer
 Using questions to assess the young child's development
Gebruik van vrae om die leerder se ontwikkeling te
assesseer

1. Gestures --? Point, 1. Gebare -? Punt,

find, show vind, wys
2. Answer in one or two 2. Beantwoord in een
words of twee woorde
3. Comments: I have 3. Kommentaar: Ek het
two pieces of twee stukke kaas,
cheese, the chair is die stoel is klein
small 4. Later - hoër-vlak
4. Later – higher–level gebruik van woorde
use of words
• Charlesworth
• Atkins Chapter 4
 Teacher
Onderwyser
• Must use concept words • Moet konsepwoorde
during the whole day, not gebruik gedurende die hele
just during a lesson dag, nie net tydens 'n les
• Caution must be taken in nie
assessing a learners' • Wees versigtig om die
understanding of concept begrip van die
word they use. konsepwoord wat hulle
• What they hear and see, is gebruik, te assesseer.
what they do • Wat hulle hoor en sien, is
• A teacher is a wat hulle doen
communication role model • 'n Onderwyser is 'n
• Build the concept first, then kommunikasierolmodel
attach vocabulary to that • Bou die konsep eers, voeg
concept dan die woordeskat by die
konsep
 Oral strategies
Mondelinge strategieë
• Use of Math language • Die gebruik van
must go deeper than just Wiskunde taal moet
saying and spelling. dieper gaan as om net te
1. Group work sê en te spelling.
a) Talk mathematics 1. Groepwerk
b) Teacher listen and a) Praat wiskunde
correct mistakes b) Onderwyser luister en
c) Reading in group maak foute reg
2. Silent teacher c) Lees in groep
a) Let the learners 2. Stil onderwyser
explain/ read the a) Laat die leerders die
Math Wiskunde verduidelik /
lees

Thompson & Rubenstein

3. Correlation response 3. Koorreaksie -
– answer in a group antwoord in 'n groep
4. Develop mathematical 4. Ontwikkel wiskundige
language taal
Oral strategies encourage
student discourse and Mondelinge strategieë
can help educators moedig studente-diskoers
modify instruction in aan en kan opvoeders
important ways help om op belangrike
maniere te verander
 Visual strategies to enhance understanding of concepts and
mathematical language
Visuele strategieë om die begrip van konsepte en wiskundige taal
te beklemtoon

• Many students benefit • Baie studente baat by

when we support die ondersteuning van
verbal learning with verbale leer met
visual strategies visuele strategieë
 Strategies
Strategieë
1. Tree diagram – 1. Boomdiagram -
organizer of related organiseerder van
concepts verwante begrippe
Learners brainstorm in Leerders breinstorm alle
groups all aspects of aspekte van konsep in
concept and then organize groepe en organiseer dit
it into a tree diagram dan in 'n boomdiagram
2. Picture dictionaries 2. Prent woordeboeke
3. Mathematical graffiti 3. Wiskundige graffiti
4. Mathematical cartoon 4. Wiskundige spotprent
 Developing mathematical vocabulary in the Foundation Phase
Ontwikkeling van Wiskunde woordeskat in die Grondslagfase

• Counting rhymes – • Telrympies – hoor,

hear, see, do sien, doen
• Incidental reading – • Terloopse lees –
meaning of +, -, x, ÷. betekenis van +, -, x,
• Flash cards ÷.
• Picture sums • Flitskaarte
• Picture word • Prentjiesomme
problems • Prentjie woordsomme
• Word problems • Woordsomme
The six steps of effective vocabulary instruction
(Marzano, 2004)

1. Informal
explanations

6. Provide
2. Restate in
fun game-
own words
like activities

+ Examples of
activities
3. Construct
5.
picture,
Periodically
diagram
revisit terms
illustration

4.
Continuously
add to their
knowledge

Riccomini
 The six steps of effective vocabulary instruction
Die ses stappe van effektiewe woordeskat onderrig

• Step 1: Provide a description, • Stap 1: Verskaf 'n beskrywing,

explanation, or example of new verduideliking, of voorbeeld van
term. nuwe term.
• Step 2: Learners relate new term • Stap 2: Leerders stel nuwe term in
into own words eie woorde voor.
• Step 3: Learners create non- • Stap 3: Leerders skep nie-
linguistic representation for term linguistiese verteenwoordiging van
(picture, symbol, graphs) term (prente, simbole, grafieke).
• Step 4: Learners often do • Stap 4: Leerders doen meestal
activities that help add to aktiwiteite wat hulle help met die
knowledge of vocabulary byvoeging van kennis of
• Step 5: Learners often revise woordeskat
terms by discussing it with one • Stap 5: Leerders hersien terme
another deur dit met mekaar te bespreek
• Step 6: Learners often play games • Stap 6: Leerders speel meestal
to revise terms speletjies om die terme te hersien
 Aktiwiteit
Activity
• Use the 6 steps to • Gebruik die 6 stappe
follow when teaching wat gevolg moet word
terminology. om terminologie te
– Compile a tree onderrig.
diagram based on the – Trek 'n boom diagram
six steps of learning "tree map" gebaseer
(Marzano, 2004): op die ses stappe van
using equal as a leer (Marzano, 2004):
concept/new gelyk aan as 'n
vocabulary for learners konsep/nuwe
woordeskat.
 Strategies that aid effective vocabulary instruction
Strategieë wat effektiewe woordeskat onderrig ondersteun

a) Clear and precise a) Duidelike en presiese

teaching onderrig
b)Stimulating/ b) Stimulering en
refreshing prior koppeling van aan
knowledge voorkennis
c) Repetition (bestaande kennis)
d) Differentiation in c) Herhaling
teaching d) Differensiasie in
e) Cooperative learning onderrig
e) Kooperative leer
 Activities for teaching vocabulary development
Aktiwiteite om woordeskatontwikkeling te onderrig

a) Explicit/direct vocabulary instruction

b) Mnemonic strategies (cue, prompts)
c) Fluency building – multiple exposure
d) Game-like activities
e) Technology applications
 Explicit/Direct vocabulary instruction
Presiese/Direkte woordeskat onderrig
• Explicit articulation – term, definition and use
• Explicit instruction – independent/ conjunction with
other teaching strategies and techniques
– Logically sequenced
– Review prior knowledge and skills
– Provide step-by-step models of new skills – independent
practice
– Assist with connecting prior knowledge to new knowledge
– Check for understanding – questions and guided activities
• After explicit instruction:
– Create concept maps
– Individual maths dictionaries
– Word walls - new terms
Word walls with new terms
Woorde-muur
 Mnemonic strategies (cue, prompts)
Mnemoniese strategieë (gebare, stimulusse -
sintuie)
• Strategies and techniques to make learning
memorable and motivating
• Connecting new knowledge to prior
knowledge
• Mnemonic strategy – Keyword
– Similar sounding word
– Picture representation
– Create sentence – link keyword to definition
 Fluency building – multiple exposure
Bou van vloeiendheid – veelvoudige blootstelling
• Repeated & multiple • Herhaalde &
exposure to new veelvoude blootstelling
vocabulary aan nuwe woordeskat
• Planned, purposeful • Beplande, doelgerigte
and targeted practice praktyke of spesifieke
of specific content inhoud
– Flashcards – front : – Flitskaarte – voorkant :
term, back: definition term, agterkant:
and picture definisie en prent
– Index card – front (4 – Indekskaarte –
quatres): term, voorkant (4 kwarte):
definition and picture, term, definisie en prent,
back: Description of the agterkant: beskrywing
relationship of the front van die verhouding
side. van die voorkant.
 Game-like activities
Speletjies – tipe aktiwiteite
• Improves sight recognition • Verbeter sigwoord herkenning
• Improve and maintain • Verbeter en hou begrip in
understanding stand
• Continuous vocabulary • Aaneenlopende woordeskat
development ontwikkeling
• Makes learning vocabulary fun • Maak die leer van woordeskat
• Games: pret
– Jeopardy (quiz-game) – theme • Speletjies:
related game – Jeopardy (vraag-speletjie) –
– Mystery word – explain without tema verwante speletjie
the term – Geheime woord – verduidelik
– Word-O – Similar to Bingo sonder om term te gebruik
– Word-Sorts – Compare and – Woord-O – verwant aan Bingo
contrast to form categories – Woord-Sorteer – vergelyk en
kontrasteer om kategorieë te
vorm
 Activity
Aktiwiteit
• Use the internet and • Gebruik die internet en
find at least 3 different vind ten minste 3
types of commercially verskillende tipes
available manipulatives kommersieel
to use in the beskikbare apparaat
Foundation phase om in die
classroom. Grondslagfase-
• Look at the definition of klaskamer te gebruik.
Kinesthetic learning. • Kyk na die definisie van
What activities can you kinestetiese leer.
as a teacher use to Watter aktiwiteite kan jy
accommodate these as onderwyser gebruik
types of learners? om hierdie tipe leerders
te akkommodeer?
 Say this- instead of that - Guidelines for the teacher
Sê dit – in plaas van dat – Riglyne vir onderwysers

• Study material
Huges, Powell and
Stevens
Counting and Cardinality
Tel en Kardinaliteit
Number and operations in Base 10
Getal en bewerkings in Basis 10
 Numbers and Operations with Rational
numbers
Getalle en bewerkings met Rasionale getalle
Geometry
Geometrie
Measurement and data
Meting en data
 Think, pair, share
• Atkins p. 34 • NB: Must tell the class
• Increase the dialogue before hand that you
between students are going to Share what
• Assessment tool you talked about
• Think – give individual
time
• Pair – TALK to a partner
• Share – what did you
and your partner talk
about
 Lesson Unit 1.4
Leereenheid 1.4

Reading Mathematics and developing

mathematical reading in the Foundation Phase
Lees Wiskunde en die ontwikkeling van
wiskunde lees in die Grondslagfase
 ADMIN

• Assignment 2
• classes
Lesson Unit 1.4
Leereenheid 1.4
Lesson Unit 1.4.1 Leereenheid 1.4.1
Reading in Lees in Wiskunde
Mathematics Leereenheid 1.4.2
Lesson Unit 1.4.2 Ontwikkeling van
Developing Wiskunde woordeskat
mathematical in Wiskunde in die
vocabulary through Grondslagfase
reading in the
Foundation Phase
Study material
Studie materiaal
• Riccomini et al., 2015
• Thompson et al., 2016.
• Vorster, 1995 of 2005.
• Charlesworth, Lind, Kruger, Dreyer &
Laubsher Chapter 12
• Hughes, Powel and Stevans, 2016
• De Corte & Verschaffel, 1987

• Atkins Chapter 4
Lesson Unit 1.4.1 Reading in Mathematics
Leereenheid 1.4.1 Lees in Wiskunde

• Mixture of • Mengsel van

mathematical wiskundige simbole
symbols and the en die
English register Engelse/Afrikaanse
• Knowledge of taal register
symbols • Kennis van die
• Knowledge of English simbole
register • Kennis van die
Engelse/Afrikaanse
taal register
• Reading of symbols and Math register
• How should children experience reading in Math
• The role of LoTL
• Role of the teacher
• Strategies to facilitate learners’ reading
• Strategies to encourage reading
• Developing of Math vocabulary – reading
• Six steps of effective vocabulary instruction
• Strategies and activities to aid vocabulary instruction
• Technology application
• What is pre-reading experiences?
• Phonics vs Whole language; Balanced reading
approach
• The use of Literature in Math
• Reading of Word problems
• Mathematics is • Lindgren, Roberts &
recognised as the most Sankey g(1999, p. 16)
difficult content area as stated that,
far as reading material is “[m]athematics is a
considered, “with more language. Reading a
concepts per word, per mathematics text is
sentence, per paragraph somewhat like reading
than any other area” Tolstoy’s Anna
(Schell, 1982, p. 544). Karenina in the original
Russian.”

• Uit Nel
Teacher reading in Mathematics
Onderwyser se lees in Wiskunde

• FP learners enjoy • GF leerders geniet dit

listening to stories om na stories te
and talking about it luister en daaroor te
• Love riddles gesels
• Love rhymes • Lief vir raaisels
• Lief vir rympies

Four S’s (See It, Say It, Spell It, Show It)
Free stories in multiple languages
https://nalibali.org/
Mr Hare meets Mr Mandela
Mr Hare crept out of his forest home. The morning sky was blue. The “It has my face on it too,” said Mr Leopard with a playful snarl. “So
grass was green. The trees swayed in the cool breeze. The forest was maybe it belongs to me.”
full of the songs of birds. But…
Everyone laughed except for Mr Hare. He was in no mood for jokes.
On his doormat lay something he’d never seen before: a brand new
R200 note. “I plan to go to the city this very hour to return this important note to
Mr Mandela.”
Mr Hare picked it up. “What is Mr Leopard doing here?” He turned it
around. “Ah! Mr Mandela,” he cried. “What?” Mr Buffalo asked, shocked. “You will get lost there.”
His left ear curled up and down as he thought. He looked up at Miss “Why would I get lost?” asked Mr Hare, pushing out his chest.
Secretary Bird, who was watching him from a branch in the thorn tree.
“Because you can’t read,” said Mr Rhino, pointing his sharp horn at Mr
“Please call a meeting of all the animals,” he said. “I have an important Hare.
announcement to make.”
“Oh nonsense!” snorted Mr Hare.
She flew off calling, “Meeting everyone, at the Baobab tree, this
morning. Meeting everyone…” “It’s true,” Mrs Elephant stomped her foot impatiently. “In the City of
Readers almost everyone can read.”
“What is it this time?” everyone wondered, forming a circle under the
tree. “Well, what could happen to me?” Mr Hare asked.
Mr Hare stood in the centre. He cleared his throat and began: Mr Lion leapt forward, swishing his whiskers in Mr Hare’s face. “Those
who cannot read repeat their mistakes over and over again,” he
“Fellow citizens of the forest, I have important news for you. This,” he growled. “And so will you.”
said as he waved the R200 note around, “has landed on my doormat. I
don’t know what it is or what it means, but it has Mr Mandela’s face on “Hah!” Mr Hare sniggered. “Not me, kitty!” With those words he
it and so I’m sure it belongs to him…” marched fearlessly right underneath Mrs Elephant. Then he skipped
down the path that led to the City of Readers.
Soon he began to hear the noises of the city. And then he saw it. He
had never been in the city before.
He glanced at Mr Leopard’s face on the note. It seemed to be warning
him not to go.
“But I am the Little Wise One,” Mr Hare said. “I am cleverer by far than
anyone in the City of Readers.” And with a leap he entered the city.
Developing mathematical reading in the Foundation
Phase
Ontwikkeling van Wiskunde lees in die Grondslagfase

• Counting rhymes – • Telrympies –sien op

see on walls muur
• Incidental reading – • Terloopse lees –
meaning of +, -, x, ÷. betekenis van +, -, x,
• Flash cards ÷.
• Picture sums • Flitskaarte
• Picture word • Prentjiesomme
problems • Prentjie woordsomme
• Word problems • Woordsomme
Counting rhymes
• Incidential reading –
meaning of +-x
• Picture sums
• Word problems with
pictures
Reading Mathematics
Lees van Wiskunde
• Teaching materials have to be within • Onderrig material moet op die
the reading level of the learners. leerder se leesvlak wees.
• Applying measures for readable • Toepassing van prosesse vir leesbare
materials is no easy task because of material is nie ‘n maklike taak nie
the mixture of everyday language, omdat die mengsel van alledaagse
specialist terminology and taal, spesialis terminologie e
mathematical symbols used in wiskundige simbole wat gebruik
mathematical text. word in wiskundige tekste
• Learners should read texts where the • Leerders moet tekste lees waar die
formal mathematical register is used formele Wiskunde register korrek
correctly, but where terminology and gebruik word en konsepte in in
concepts are explained in informal informele taal verduidelik word op
language on his own level. die leerder se vlak.
• More attention should be paid to • Meer aandag moet gegee word om
motivating learners to read leerders aan te moedig om Wiskunde
Mathematics and about te lees asook om oor Wiskunde te
Mathematics. lees.
Symbolism as part of the Mathematics language
Simboliek as deel van Wiskundige taal
• The language of Mathematics • The language of Mathematics
furthermore consists of furthermore consists of
mathematical symbols used in mathematical symbols used in
the different mathematical the different mathematical
approaches. approaches.
• It is enough to say that the • It is enough to say that the
learner has to master symbolism learner has to master symbolism
as a major part of the language as a major part of the language
of Mathematics. of Mathematics.
• Learners should be able to • Learners should be able to
translate words into symbols and translate words into symbols and
vice versa. vice versa.
• In these instances the learner has • In these instances the learner has
to master both the mathematical to master both the mathematical
register of the language of register of the language of
instruction and symbolism, as instruction and symbolism, as
well as the concepts involved. well as the concepts involved.
• The "Newman method" is a • Die "Newman metode" is ‘n
procedure where learners procedure waar leerders
who have attempted word wat woord probleme
problems are asked a probeer oplos
sequence of questions. opeenvogende vrae gevra
• Most of the errors were word.
found in the • Meeste foute kom voor by
"comprehension and die “begrip en dekodering”
decoding" stages of the fases van die woord
word problems. probleem.
• Semantics especially poses • Semantiek veroorsaak veral
a problem for second or problem by tweede en
third language speakers. derde taal sprekers.
• Learners have to learn to • Leerders moet leer om te
shift between figurative wissel tussen figuurlike
interpretations of ordinary interpretasies van gewone
English and literal Afrikaans/Engels en die
interpretations of letterlike interpretasies van
mathematical English. (Pie) Wiskundige
• These "literal Afrikaans/Engels.
interpretations" form the • Hierdie letterlike
register of Mathematics not interpretasies sluit nie net
only includes subject vak spesifieke terminologie
specific terminology, for in nie, bv. parallelogram
example "parallelogram", maar ook spesifieke frases
but also certain phrases en reëls vir argumentering.
and modes (rules) of • Daar is ‘n bekommernis dat
arguing. die verskynsel dat woorde
• There is concern about the soms ‘n blokkasie kan wees
phenomenon that words by die herkenning van
can sometimes act as wiskundige idees.
barriers to the recognition
of mathematical ideas.
Reading Maths in FP
Lees Wiskunde inGF
• Children should
experience text where
the formal mathematical
register is used correctly,
but terminology and
concepts are explained
informally.
The role of language in teaching and learning
Die rol van taal in onderrig en leer

• Teach through the • Onderrig deur die

medium of language – medium van taal –
means of metode van
communication kommunikasie
• Learners create • Leerders skep begrip –
understanding – prosesseer idees deur
process ideas through taal
language • Assesseer en
• Assess and diagnose diagnoseer leerder
learners understanding begrip – luister na
– listening to verbal verbale kommunikasie
communication and en lees van wiskunde
reading of their skrywe
mathematical writing
Strategies to facilitate learners’ reading of instructions of
mathematical questions with comprehension
Strategieë om leerders se begripslees van instruksies
van Wiskunde probleme te fasiliteer
How to help learners with the Hoe om leerders te help met
reading of instructions die lees van instruksies:
• Underline action words • Onderstreep aksie woorde
• Read aloud • Hardop lees
• Explain to your “buddy” / friend • Verduidelik aan jou maat/
in your own language vriend in jou natuurlike taal
• Re-read the question • Herlees die vraag
• Write it in your own words • Skryf dit in jou eie woorde
• Silent teacher • Stil onderwyser
• List Vocabulary /know the • Lys woordeskat/ ken die
words meaning woordbetekenis
• Know the word in first • Ken die woord(e) in die eerste
language taal
• Provide examples: • Verskaf voorbeelde:
Activity:Awareness of vocabulary used
Bewus wees van gebruikte woordeskat
Study the instructions in work- or Bestudeer die instruksies in die
textbooks for grade 1 – 3: werkboekies van Gr 1 – 3:
• List words or phrases often used • Lys woorde of frases wat gereeld
in questions. gebruik word in vrae.
• List questions which are • Lys vrae wat verwarrend is.
ambiguous or confusing. Herfraseer die vrae.
Rephrase the questions.
• Skryf 'n kort paragraaf oor hoe jy
• Write a short paragraph on how die lees van instruksies in
you will facilitate learners’ reading wiskunde oefeninge vir begrip sal
of instructions in mathematical fasiliteer.
exercises with understanding.
• Gebruik die internet en besoek
• Use the internet and visit a local jou naaste boekwinkel en soek
bookstore and find at least two twee boeke per graad Gr 1-3, met
books each for grades 1-3, with wiskunde inhoud wat toepaslik,
mathematical content that will be interessant en op die leerders se
appropriate and interesting to vlak is.
learners at that level.
Strategies to encourage mathematical reading for
recreation
Strategieë om wiskunde lees vir ontspanning aan te
moedig
• Choose story books that • Kies storie boeke wat
incorporates mathematical wiskundige konsepte in
concepts in real life ware wêreld kontekte
contexts inkorporeer
• Read some of these book • Lees van die boeke tydens
when concept introduction bekendstelling van die
takes place konsepte
• Encourage learners to read • Moedig leerders aan om
these books hierdie boeke te lees
• Ask questions on content of • Vra vrae oor die inhoud van
these books they have read die geleesde boeke
• Have a reading chart where • Hou 'n leeskaart waarop
readers are rewarded for leerders vergoed word vir
reading (stars) die lees van boeke (sterre)
The importance of word problems/sums
Die belangrikheid van woord somme/probleme

1: Links to Mathematics 1: Koppeling tussen

applied in the real world Wiskunde en die werklike
2: Develop higher order wêreld
thinking and critical thinking 2: Ontwikkel hoë orde denke
skills en kritiese denke
3: Helps to develop the ability vaardighede
to apply different 3: Help met die ontwikkeling
Mathematics concepts van die bevoegdheid om
simultaneously verskillende Wiskunde
4: Develop creativity in konsepte gelyktydig toe te
Mathematics pas
5: Aids in evaluating learners 4: Ontwikkel kreatiwiteit in
understanding Wiskunde
5: Ondersteun die evaluering
van leerders se begrip
The concept of reading word problems
Die konsep van die lees van woordprobleme

• While solving mathematical • Tydens probleemoplossing

word problems, learners van Wiskunde
are required to view written woordprobleme word dit
text as a set of small units van leerders vereis om
that become meaningful in geskrewe tekste as 'n
combination with one versameling kleiner
another. The inability to eenhede wat betekenisvol
perform such task implies raak wanneer dit met
that learners not only lack mekaar gekombineer word.
problem-solving skills but Die onvermoë om dit te kan
reading skills as well doen impliseer dat die
(Chamot & O‟Malley, 1994). leerder tekort skiet aan
probleemoplossingsvaardig
hede asook
leesvaardighede (Chamot &
O‟Malley, 1994).
The process of reading word problems
Die proses vir die lees van woordprobleme

• The essential problem- • The essential problem-

solving process requires solving process requires
students to first acquire students to first acquire
the meaning of the the meaning of the
problem and implications problem and implications
of the text. Next, the of the text. Next, the
student develops an student develops an
appropriate appropriate
representation of the representation of the
problem. Finally, the problem. Finally, the
student links this student links this
representation to the best representation to the best
strategy for solving the strategy for solving the
problem problem
 The process of reading and understanding word
problems
Die proses vir die lees en begryp van woordprobleme

• a four – part graphic organizer can be • 'n vier– deel grafiese organiseerder
used to build independence and to kan gebruik word vier die ontwikkeling
help students make sense of word van onafhanklikheid asook om
problems leerders te help om sin te maak van
woordprobleme.

Illustrate Questions I need answered

Problem
Important Information Solution & Defence
Sketch
Skets
• After reading the word problem • Nadat die woordprobleem onafhanklik
independently, each student draws a gelees is, moet elke leerder 'n prentjie
picture to represent the problem.
skets om die probleem voor te stel.

Illustrate Questions I need answered

Mathematical
Max collects signed baseballs. He illustrations do
had 23 baseballs. He got some
more for his birthday. He now has not need to be
28 in all. How many baseballs did
Important Information he get for his birthday? Solution & Defence intricate
 Questions I need answered

• If students have questions about the problem, they

write those questions in the “Questions I need
answered” section.

Illustrate Questions I need answered

How many baseballs did he get for his birthday?

Students may
ask questions
about what a Max collects signed baseballs.
word or He had 23 baseballs. He got
abbreviation
some more for his birthday. He
means.
Important Information now has 28 in all. How many Solution & Defence
baseballs did he get for his
birthday?
 Important information

• In this section students write what is important to

remember.

Illustrate Questions I need answered Students

may draw
an arrow
from their
illustration
s into the
box
Max collects signed baseballs. He
because
had 23 baseballs. He got some the
more for his birthday. He now has drawing
Important Information 28 in all. How many baseballs did Solution & Defence contains
he get for his birthday?
all the
Max collects signed baseballs. important
He had 23 baseballs. informatio
He got some more for his birthday. n.
He now has 28 in all.
 Solutions & Defence

• In this last section, the students both state the

answer and defend their answer in words.

Illustrate Questions I need answered

The students
must try to
convince their
peers that
their answer Max collects signed baseballs. He
is correct. had 23 baseballs. He got some
more for his birthday. He now has
Important Information 28 in all. How many baseballs did Solution & Defence
he get for his birthday?

The answer is 28 because Max already had 23 baseballs and

he was given 5 for his birthday.
Teaching word sum/problem solving
Onderrig van woord som/probleem oplossing

1: Give It Time 1: Gee dit tyd

2: Be Honest 2: Wees eerlik
3: Practice 3: Oefen
4: Direct Instruction 4: Direkte onderrig
5: Skill & Drill 5: Vaardigheid &
6: Formal Strategy inoefening
7: Peer Tutors 6: Formele Strategie
8: Write Your Own 7: Maat onderwyser
9: Share 8: Skryf jou eie
9: Deel
1: Give It Time
Gee dit tyd
Don’t expect 100% Moenie 100%
mastery after just one bemeestering verwag
lesson. na een les nie.
Skill development Vaardigheids-
takes TIME and lots of ontwikkeling neem
it. TYD en baie daarvan.
2: Be Honest
Wees eerlik
Acknowledge that word Erken dat
problems are difficult woordprobleme moeilik
and that your learners is en dat jou leerders
are going to need lots baie oefening daarin
of practice with them. moet kry.
3: Practice
Oefen
• Use different forms of • Verskillende vorms van
practice. oefening.
• LOT of practice. • BAIE oefening.
• Whole class direct • Hele klas direkte
instruction, instruksie,
• peer time, • maat tyd,
• independent activities • Onafhanklike aktiwiteite
for practice, fun “get up vir oefening, pret “staan
and move” op en beweeg”
• Scoot games, task card • Skarrel en hardloop
centers, and spele, opdrag kaart
• homework. gerig, en
• huiswerk.
4: Teach, reteach
Onderrig en heronderrig
• Teach, reteach, • Onderrig en heronderrig,
• after a little more time has • Na verloop van tyd
passed, reteach it again. heronderrig weer.
• Learners need time to • Leerders benodig soms tyd
absorb all the different om al die verskillende
actions you’ve taught. aksies wat geleer is te
• After the introduction absorber.
lesson, wait a bit and • Na die inleidingsles, wag en
reteach heronderrig
• Short mini-lesson to refresh • Kort mini-lesse om hulle te
their minds. geheue te verfris.
• Repeat the mini-lessons as • Herhaal die mini-lesse so
many times as needed. veel kere as moontlik.
5: Skill & Drill
Vaardigheid & inoefening
• Lots of practice to master • Baie oefening om
word problems: problem woordprobleme te
after problem. bemeester: Probleem na
• Worksheet 1 with two probleem.
problems - learners finish • Werkskaart 1met twee
and checked. Worksheet 2. woordsomme – leerders
• Repeat the process again klaar behandel werkskaart -
and again until Iearners are werkskaart 2
tired and it isn’t fun • Herhaal die proses oor en
anymore. oor todat die leerders
• Another way to practice is moegis en dit nie meer vir
to make it a game to see hulle lekker is nie.
how many problems the • ‘n Ander manier is om dit ‘n
class can correctly solve in speletjie te maak. Hoeveel
x number of minutes? woordsomme kan die klas
oplos in X minute?
6: Formal Strategy
Formele Strategie
• Some learners need a structured • Sommige leerders benodig ‘n
approach gestruktureede benadering
• Step 1: Read the problem and • Stap 1: Lees die problem en dink
think, “What is this problem “Waaroor gaan die problem?”
about?”
• Stap 2: Herlees die probleem en
• Step 2: Reread the problem and dink, “Wat vra die probleem?”
think, “What is the problem
asking?” • Stap 3: Beplan jou “aanval” en
dink, “Wat is die beste manier om
• Step 3: Plan your “attack” and die problem op te los?”
think, “What is the best way to
solve this problem?” • Stap 4: Los die probleem op en
dink, “Watter bewerking moet ek
• Step 4: Solve the problem and gebruik?”
think, “What operation should I
use?” • Stap 5: Kontroleer jou antwoord
en dink, “Maak my antwoord sin?
• Step 5: Check your answer and Is my wiskunde reg?”
think, “Does my answer make
sense? Is my math correct?”
7: Peer instructors
Maat instrukteurs
• Pair up learners who • Paar leerders wat
are struggling with sukkel met leerders
learners who is wat nie met probleme
breezing through the sukkel nie.
problems. • Kort voor lank sal alle
• Before you know it, leerders met gemak
everyone will be deur woordprobleme
working through werk.
these word problems
with ease.
8: Write Your Own
Skryf jou eie
• Have learners write • Laat leerders hul eie
their own word woordprobleme skryf.
problems. • Laat ‘n maat dit
• Let a friend solve it. oplos.
• Understanding of the • Begrip vir die proses
process will develop. sal ontwikkel.
9: Share
Deel
• Talk about different • Praat oor verskillende
ways to solve a word maniere om problem
problem op te los
• Okay to solve a • Dit is reg dat probleme
problem with a different met ander strategieë
strategy than someone as iemand anders s’n
else. opgelos word.
• All unique and solving • Almal is uniek en los
these problems just probleme op solank dit
has to make sense to net vir elkeen sin maak.
your own mind.
• https://www.youtube.c
om/watch?v=PqvtnPOp
YkU
Difficulty with word problems
Probleme met woordprobleme
• Look at the placing of the • Kyk na die plasing van die
unknown. Does this play onbekende. Speel dit ‘n
a role in the level of rol in die
difficulty of the word moeilikheidsgraad van
problem? die woordprobleem?
_+3=6 • Watter ander faktore
5+_=9 beïnvloed die
moeilikheidsgraad van
5+6=_ die woordprobleem?
• What other features
influence level of
difficulty of the word
problem?
Classifying learners’ solution strategies (De Corte &
Verschaffel, p367)
Klassifisering van leerders se oplossingsstrategieë
Carpenter and Moser's scheme Carpenter and Moser's skema
for classifying children's solution vir classifying children's solution
strategies has two dimensions. strategies has two dimensions.
• First, a distinction is made • Eerstens, onderskei tussen
between additive and optel en aftrek strategieë.
subtractive strategies. • Tweedens, strategieë word
• Second, strategies are georden volgens die vlak van
arranged according to their internalisering:
level of internalization:  konkrete strategieë gebaseer
 concrete strategies based on op direkte modelering met
direct modeling with fingers or vingers of fisiese voorwerpe,
physical objects,  verbale strategieë gebaseer
 verbal strategies based on the op die gebruik van tel
use of counting sequences, volgorde, en
and  hoofrekene strategieë
 mental strategies based on gebaseer op die onthou van
remembered number facts getal feite
Learners’ strategies
Leerders strategieë
• Learner's strategies • Leerder se strategieë
for solving subtraction vir die oplos van
problems are aftrek probleme word
influenced: beïnvloed deur:
• by the problem • die struktuur van die
structure, probleem,
• more specifically, the • meer spesifiek,
strategies tended to strategieë wat die
reflect the semantic semantiese strukture
structure underlying van die probleme
the problem. onderlê.
Three variants of the counting-all-with-models (CAWM)
strategy
Drie variante van die tal-alles-met modelle (CAWM)
strategie
• Adding: The child constructs a set of • Optel: The child constructs a set of
blocks corresponding the first blocks corresponding the first
number in the problem, then adds to number in the problem, then adds to
this set a number of blocks this set a number of blocks
corresponding to the second corresponding to the second
number, and finally counts the total number, and finally counts the total
number of blocks. number of blocks.
• Joining: The child constructs two • Kombinering: The child constructs
distinct sets corresponding to the two distinct sets corresponding to
two given numbers, then moves the two given numbers, then moves
these sets together with both hands, these sets together with both hands,
and finally counts the total number and finally counts the total number
of blocks. of blocks.
• No move: The child constructs two • Geen beweging: The child constructs
sets corresponding to the two given two sets corresponding to the two
numbers and counts the total given numbers and counts the total
number of blocks without physically number of blocks without physically
moving the sets. moving the sets.
Verbal strategies for addition problems
(De Corte & Verschaffel, p367)
In Carpenter and Moser's (1982, 1984) classification scheme
three additive strategies involving verbal counting sequences
are distinguished:
• counting all (CA),
• counting on from first (COF) number in problem,
• and counting on from larger (COL) number in the problem.

• Counting all is the most elementary strategy: The child

enumerates the first given number starting with 1 and
continues this forward count as the second number is
enumerated. This strategy requires some method of keeping
track (e.g., a "double count") of the number of counting steps
that represent the second addend in order to know when to
stop counting, which is cognitively demanding
Mental strategies for addition problems

With respect to mental strategies for addition problems, Carpenter and

Moser (1982, 1984) distinguish only between the use of
Mental strategies
• Known fact starting with first (KF-F): The child retrieves an addition
number fact starting with the first number in the problem immediately
from long-term memory (''5 plus 8 equals 13").
• Known fact starting with larger (KF-L): The child retrieves an addition
number fact starting with the larger number immediately from long-term
memory ("8 plus 5 equals 13").
• Derived fact starting with first (DF-F): Basing the answer on one or
more recalled number facts, the child begins with the first number in the
problem (e.g., "5 plus 5 equals 10 and 10 plus 3 equals 13").
• Derived fact starting with larger (DF-L): Basing the answer on one or
more recalled number facts, the child begins with the larger number in
the problem (e.g., "8 plus 2 equals 10 and 10 plus 3 is 13").
Protocol 1
Interviewer: "Pete had three apples; Ann gave
Pete five more apples; how many apples does
Pete have now?"
Child: "Eight."
I: "How did you find that answer?"
C: "I counted."
I: "Can you tell me how you counted?"
C: "One, two, three, four, five, . . . six, seven,
eight."
I: "What number did you start with?"
C: "I started counting five, and then I added three."
Protocol 2
I: "Pete has three apples; Ann has seven
apples; how many apples do Pete and
Ann have altogether?"
C: "Ten."
I: "How did you find that answer?"
C: "I was thinking of a number fact."
I: "What number fact?"
C: [Writes "7 + 3 = 10."]
I: "How did you arrive at that number ten?"
C: "I knew it by heart."
Protocol 3
I: "Pete has five apples; Ann has nine apples;
how many apples do they have altogether?"
C: "Fourteen."
I: "How did you find that answer?"
C: "Nine plus one equals ten. Then I have four left.
And ten plus four equals fourteen."
I: "So you started with the number nine instead of
four."
C: "Yes. I always start with the largest number.
That's much easier."
Solution Strategies for Subtraction
Problems (De Corte & Verschaffel, p367)
In Carpenter and Moser's (1982, 1984) classification scheme for strategies
for subtraction problems, four material strategies are identified:

 separating from (SF), use objects or fingers to construct the larger number and then
removes the objects indicated by the smaller number
 separating to (ST), use objects or fingers to construct the larger number and then
removes the objects until they get to the smaller number, what is left is then the answer
 adding on (AO), use objects or fingers to construct the smaller number and then adds
objects until they get to the larger number
 matching (M) makes a set of the small number and a set of the large number and then
matches until one set is exhausted

For the first three strategies parallel verbal counting strategies are distinguished:
 counting down from (CDF), backwards from larger number until they have counted down the
amount of words indicated by the smaller number
 counting down to (CDT), backwards from larger number until they have reached the smaller
number
 and counting up from given (CUFG). Forward from the smaller number until they reach the
larger number
Mental-strategy level:
(a) strategies in which the answer is found by
subtracting the smaller number from the larger
(direct subtractive strategies),
(b) strategies in which the child determines what
quantity should be subtracted from the larger
number to get the smaller (indirect subtractive
strategies), and
(c) strategies in which the child determines to what
quantity the smaller number must be added to
obtain the larger (indirect additive strategies).
Protocol 4
I: "Pete had twelve apples; he gave four apples
to Ann; how many apples
does Pete have now?"
C: "Eight."
I: "How did you find that answer?"
C: "Twelve minus two equals ten. And ten minus
two is eight."
Protocol 5
I: "Pete had twelve apples; he gave four apples
to Ann; how many apples does
Pete have now?"
C: "Eight."
I: "How did you find that answer?"
C: "Four plus six equals ten. And then I still have to
add two to arrive at
twelve. Then I make the sum of six plus two, which
equals eight."
How to do Word problems?

1) Pupils were taught to solve word problems by

searching for,
writing down,
and computing the arithmetic operation "hidden" in the text;

2) make an arrow diagram of the problem as a graphic aid.

3) in solving the word problems almost no attention was paid

to the use of material or verbal counting strategies; the
children were strongly encouraged

• to apply their formal mathematical knowledge and skills.

Change ,

Combine

Compare
 Word problems

Traditional Context

Real world Attractive

Stereotype for
knowledge children
Examples: Word problems
Voorbeelde: Woordprobleem
• Pete had 3 apples; Ann • Pieter het 3 appels; Annie
gave Pete 5 more apples; gee vir Pieter 5 meer
how many apples does appels; hoeveel appels
Pete have now? het Pieter nou?
• Pete had 6 apples; he • Pieter het 6 appels; hy
gave 4 apples to Ann; gee 4 appels vir Annie;
how many apples does hoeveel appels het Pieter
Pete have now? nou?
• Pete had 3 apples; Ann • Pieter had 3 appels;
gave Pete some more Annie gee vir Pieter nog
apples; now Pete has 10 appels; nou het Pieter 10
apples; how many apples appels; hoeveel appels
did Ann give to Pete? het Annie vir Pieter
gegee?
Interventions – Help
Intervensie – Hulp
(a) Re-reading the problem, (a) Herlees die probleem,
(b) Suggesting the use of concrete (b) Stel voor dat konkrete
aids (blocks), or hulpmiddels (blokkies) gebruik
word, of
(c) Pointing out a counting error or
an error in carrying out an (c) Uitwys van telfoute of uitvoer
arithmetic operation. probleme van wiskundige
bewerkings
If the learner still did not find the
correct answer, the teacher should Indien die leerder nogsteeds nie die
switched over to the so-called korrekte antwoord kry nie moet die
systematic help procedure: onderwyser oorslaan na die
sogenaamde sistematiese hulp
The problem must be read sentence by procedure:
sentence, and the learner must be
asked after each sentence to represent Die probleem moet sin vir sin gelees
the situation with the manipulatives. word. Na elke sin moet die leerder dit
wat in die sin gelees is met
manipuleerders voorstel.
.
Ambiguous word problems
Verwarrende woordprobleme
More ambiguous word problems
Verdere verwarrende woordprobleme
• "A lady bought six • “ ’n Dame koop ses
peaches and eight perskes en agt appels
apples, half of which waarvan die helfte sleg
she found have gone geword het.”
bad." • Verwys die helfte na die
• Does this refer to half helfte van die perskes
of the apples or half of of die helfte van die
both the apples and the appels of helfte van
peaches? beide?
 Lesson Unit 1.5
Leereenheid 1.5

Developing learners’ mathematical writing skills in the Foundation

Phase
Ontwikkeling van leerders se Wiskunde skryf vaardighede in die
Grondslagfase
Charlesworth, R., Lind, K. & Fleege, P. 2015. Language and concept
formation. (In Math and science for young children. 4th ed.
Thompson/Delmar learning. Unit 15, p. 188-195).

Lee, K. P. (2010). A guide to writing mathematics. .

Petersen, B., McAuliffe, S., & Vermeulen, C. (2017). Writing and

mathematical problem solving in Grade 3. South African Journal of
Childhood Education, 7(1), 1-9.

Thompson, R. & Rubenstein, R.N. 2000. Learning mathematics vocabulary:

potential pitfalls and instructional strategies. Mathematics teacher, 93:7.
October.

Vorster, J.A. The influence of terminology and support materials in the main
language on the conceptualisation of geometry learners with limited English
proficiency: Chapter 3. The role of language in the mathematics classroom.
(Dissertation – MEd)

Atkins Chapter 12 – Making sense of Word problems.

• Traditional class rooms • Tradisionele klaskamers
vs Modern class rooms vs Moderne klaskamers
• Strategies to facilitate • Strategieë om skryf in
Mathematical writing Wiskunde te fasiliteer.
• Writing tasks • Skryftake
• Why must children write • Hoekom moet leerders in
in Math? Wiskunde skryf?
• Benefits of writing in • Voordele vir skryf in
Math Wiskunde
• Words and Symbols used • Woorde en simbole wat
to write in Math gebruik word met skryf in
• What is pre-writing Wiskunde
experiences? • Wat is voor-skryf
• Creative writing in Math ervarings?
• Writing of Word problems • Kreatiewe skryf in
Wiskunde
• Skryf van woordprobleme
 Written language’ in the traditional mathematics
classrooms
• Learner has little occasion to practise to • Leerders het min geleentheid om die skryf
write the mathematics register of the van die wiskunde register te oefen arner
language of instruction has little occasion to practise to write the
mathematics register of the language of
• Learner experiences formal written instruction
language only in the textbooks
• Leerders ervaar slegs formele skryf taal in
• Learners are only required to read, interpret handboeke
and memorise it
• Daar word slegs van leerders verwag om te
• The informal use of mathematics as lees, te interpreteer en dit te memoriseer.
language to write, express, and explain
thoughts and processes is seldom required • Die informele gebruik van wiskunde as taal
of the learner. vir skryf, uitdruk en verduidelik van
gedagtes en prosesse word selde vereis.
• Mathematics is confined to writing down
calculations, mathematics manipulations, • Wiskunde is beperk tot die neerskryf van
geometrical proofs, memorised definitions bewerkings, wiskundige manipulasies,
and graphical representations metingsbewyse, memoriseer van definisies
en grafiese voorstellings.
• The use of language communication
(English) is mostly confined to word sums, • Die gebruik van taal kommunikasie (Afr) is
few expressions and short sentences. meestal beperk tot woordsomme, ‘n paar
uitdrukkings en kort sinne.
• Symbols play a major role in written
mathematics. • Symbole speel ‘n belangrike rol in die skryf
van Wiskunde.
The importance of writing in Mathematics
Die belangrikheid van skryf in Wiskunde
• It helps learners to make sense of • Dit help leerders om sin te maak van
mathematical problems: wiskunde probleme:
• learners learn how to represent and • leerders leer hoe om hul denke te
communicate their thinking through verteenwoordig en te kommunikeer deur
numbers, words and pictures (Amaral, getalle woorde en prente (Amaral, 2010).
2010).
• ‘n leerder moet instaat wees om idees te
• A learner must be able communicate ideas kan kommunikeer dat ander leerders dit
in a way which is comprehensible to others. kan verstaan
• Writing in mathematics supports the • skryf in Wiskunde ondersteun die
thinking process. denkprosesse.
• Writing in mathematics can also help • skryf in Wiskunde kan leerders ook help om
students consolidate their thinking because hul denke te konsolideer want dit vereis
it requires them to reflect on their work and refleksie op werk en op denke oor eie idees
clarify their thoughts about the ideas” (National Council of Teachers of
(National Council of Teachers of Mathematics [NCTM], 2000, p. 61).
Mathematics [NCTM], 2000, p. 61).
• help met leer en behoud van konsepte wat
• help to learn and retain concepts explored ondersoek word in die Wiskunde klas.
in the Mathematics class.
• Writing task encourages learners • Skryf aktiwiteite moedig leerders
to put their knowledge and aan om hul kennis en begrip van
understanding of mathematics Wiskunde op ‘n kreatiewe
across in a creative, collaborative gekombineerde wyse weer te
way. gee.
• Writing good mathematical • Die skryf van goeie wiskunde
explanations will improve your verduidelikings sal jou kennis en
knowledge and understanding of begrip van wiskundige idees
the mathematical ideas you waarmee jy in aanraking kom
encounter. verbeter.
• Writing activities create • Skryf aktiwiteite skep geleenthede
opportunities for a ZPD to be om die SPO te bewerkstellig.
established.
• Skryf in wiskunde is bekendgestel
• Writing in mathematics was en geïmplementeer as ‘n
introduced and implemented as a ondersteuningsinstrument vir
tool to scaffold learners’ use of leerders se gebruik van
problem-solving strategies and probleemoplossingsstrategieë en
support them when solving as hulp met die oplos van
mathematical problems. Wiskunde probleme.
• Allen (1991) stated that writing • Allen (1991) verduidelik dat skryf
can be an instrument in promoting ‘n instrument is wat
the self-regulation aspect of selfreguleringsaspek van
metacognition metakognisie bevorder.
Development teaching and learning of written language
and/or communication
Ontwikkel onderrig en leer van skryftaal en/of kommunikasie

• The fact that teaching and learning is • Die feit dat onderrig en leer ondersteun
underpinned by Vygotsky’s view, method word deur Vygotsky se uitkyk, metodes
such as investigative approach, soos die ondersoekende benadering,
conceptual development and the konseptuele ontwikkeling en die
importance placed on group work with belangrikheid van groepwerk met maats
peers have actually changed the world het die wêrelduitkyk en onderrig en leer
view and the teaching and learning verander.
scene.
• Skryf in wiskunde moet ook die beskryf
• Written mathematics should also include van die denkprosesse, ondersoeke en
the description of the process of thinking, besprekings wat gelei het tot die
exploring and discussing which leads to ontdekkingsproses insluit. Skryf sluit in
the discovery process. Writing included wiskunde strukture en verhoudings.
mathematics structures and
relationships. • Om prosesse en denke van leerders te
kommunikeer moet leerders die
• In order to communicate the processes informele skryf wiskunde register van die
and thoughts, learners have to use the taal van onderrig gebruik.
informal written mathematical register of
the language of instruction. • Wanneer leerders die prosesse en
redenerings neerskryf moet hy/sy
• When the learner writes down the reflekteer oor die betrokke wiskunde om
processes and reasoning, he has to sodoende sy/haar denke duidelik te
reflect on the mathematics involved in formuleer en te kommunikeer.
order to formulate his thoughts and
communicate clearly.
Strategies to facilitate mathematical writing
Strategieë om skryf in Wiskunde te fasiliteer
• Learner journals used to capture ideas addressed • Leerder joerrnale wat gebruik word om idees wat in
in class. Class discussions can conclude with die klaskamer aangespreek is te vervat:
journals as a way of listening to students as they Klasbesprekings kan afgesluit word met joernale as
communicate in class. ‘n wyse van luister na leerders wanneer hulle
kommunikeer in die klaskamer.
• Writing entry, which is a teaching philosophy that, if
you can not fix it, feature it. They emanate from • Toegang skryf, wat ‘n onderrig filosofie is wat dit
journal writings that cause confusion such as (what stel dat as jy dit nie kan regmaak nie dan moet jy
is the square of a number and the square root of a dit karakteriseer. Dit het hul oorsprong vanuit die
number? Writing samples should be discussed to leerder joernale waar daar verwarrings voorkom
learn what constitute clear, valid mathematical soos “wat is die vierkantsgetal en wat is die
communication. vierkantswortel van ‘n getal?”Skryf voorbeelde
moet bespreek word om aan te toon wat duidelike,
• Learner can peer-assess and evaluate one geldige wiskundige kommunikasie is.
another’s writing; to check the other student’s
writing determining its validity and clarity. This • Leerders kan maat-asseseer en evalueer mekaar
requires a different level of thinking. se geskrewe werk, te kontroleer vir geldigheid en
duidelikheid. Dit vereis ‘n anderse vlak van denke.
• Integrates writing and problem solving; where they
write explanations of their thinking, which • Integreer skryf en probleemoplossing: tydens die
strengthens their understanding. skryf van verduideliking van denke versterk hul
begrip.
• Written descriptions with visual images, where
students, write definitions and draw or identify • Skryf van beskrywings met visuele beelde waar
examples and non-examples. Eg collect and share leerders definisies skryf en teken of identifiseer
examples of mathematical terminology, graphs, and voorbeelde of nie-voorbeelde bv versamel en deel
symbols. voorbeelde van widkunde terminologie, grafieke en
simbole.
• Think twice mentally; learners write about their own
experiences using mathematical terms- could use • Dink twee keer mentaal; leerders skryf oor hul eie
mental maths, story, etc. ervarings deur gebruik te maak van wiskunde
terme – kan hoofrekene, stories ens. gebruik.
The Five writing tasks to promote writing skills in the
mathematics classrooms (Burns, 1995):
Die vyf geskrewe opdragte om skryfvaardighede in die
Wiskunde klaskamer aan te moedig (Burns, 1995):
• ‘Writing to solve mathematical problems’, Burns • Skryf om probleme op te los’, Burns (1995:69) stel
(1995:69) suggests learners solve, explain and voor dat leerders probleme oplos,verduidelik en hul
justify their thinking by using a variety of strategies denke regverdig deur die gebruik van ‘n verskeidenheid
to proof and interpret results. Learners use writing
in numbers, pictures and words to explain their strategieë om dit te bewys en te interpreter. Leerders
thinking behind their solution strategies. bebruik die skryf van getalle, prente, en woorde om
denke agter die oplossingsstrategieë te verduidelik.
• ‘Writing to record (keeping a journal or log)’,
learners keep ongoing records about what they are • ‘Skryf om te bewys’ (die hou van joernale)’, leerders
doing and learning in their mathematics class. hou deurlopende joernale oor wat hulle doen en leer in
• ‘Writing to explain’ is considered a form of die wiskunde klas.
notetaking where learners define a mathematical
concept or term in their own words or summarise • ‘Skryf om te verduidelik’ word gesien as notas
what they have learned neerskryf waar leerders ‘n wiskunde konsep of term in
hul eie woorde definieer en opsom wathulle geleer het.
• ‘Writing about thinking and learning processes’
allows learners to think beyond the actual • Skryf oor denke en leerprosesse’ laat leerders toe
mathematics lesson. Learners write about their om te dink verby die wiskunde les. Leerders skryf oor
favourite or least favourite activities, qualities of a
good problem-solving partner hul gunsteling en nie-gunsteling aktiwiteite, eienskappe
van ‘n goeie probleemoplossings vennoot.
• ‘Shared writing’, the teacher and learners
formulate a mathematical story or poem reflecting • ‘Gedeelde skryf’, die onderwyser en leerders formuleer
their understanding of a particular concept. ‘n wiskundige storie of gedig om hul begrip van
Teachers use this writing experience in the konsepte te reflekteer. Onderwysers gebruik hierdie
mathematics classroom to review. Shared writing ervaring om te reflekteer op wiskunde in die klaskamer.
is an element of the Balanced Language Approach
in which learners and the teacher write together Gedeelde skryf ‘n element van ‘n Gebalanseerde Taal
(South Africa DBE 2011b:12) benadering waar onderwysers en leerders saam skryf.
(South Africa DBE 2011b:12)
Constructing word problems
Konstruksie van woordprobleme
• Provide a picture with • Verskaf ‘n prent met
mathematical content. wiskundige inhoud.
• Let learners discuss • Laat leerders die prent
the picture. bespreek.
• Who/what is in the • Wie/Wat is in die
picture? prent?
• Identify the amounts. • Identifiseer die
• Conclude the hoeveelhede.
calculation. • Lei die bewerking af.
• Use the worksheet on • Maak gebruik van die
the next slide as werkskaart op die
guideline. volgende skyfie as
riglyn.
Constructing word problems
Konstruksie van woordprobleme
Guidance for constructing word problems
Leiding vir die konstruksie van woordprobleme
Use word origins to remember formal mathematical
terminology
Gebruik woordoorsprong om wiskunde terminologie te
onthou
• Woordoorsprong is die
• Word origins are the etymologies of oorsprong van
etymologies or origins of woorde wat help met die
words that help build bridges oorbrugging van alledaagse taal
between everyday language en wiskundige taal
and mathematical language • Woorde het geskiedkundige en
• Words have histories and oorsprong wat leerders help met
roots that help students make konneksies tussen Afrikaanse
connections between English woorde en wiskundige terme
words and mathematics terms • Bv. ‘produk’ en ‘faktor’ – kan
verduidelik word deur hul
• E.g ‘product’ and ‘factor’ – can etymologie. ‘n Produk is iets wat
be clarified through their geproduseer word; of ‘n resultaat
etymologies. A product is en ‘n faktor is ‘n bestandeel of ‘n ,
something that is produced, or net soos ‘6 x 9’ die faktore of
is a result; and a factor is an contributors is, en 6 en 9
ingredient, just as ‘6 x 9’ is the produseer die resultaat of produk
factors, 6 and 9 produce the van 54.
result, or product 54.
Words and symbols used to describe specific mathematical
terms
Woorde en simbole word gebruik om spesifieke wiskundige
terme te beskryf
• Use words and symbols • Gebruik woorde en simbole
appropriately waar toepaslik
• Do not use the equal sign • Moenie die gelykaan teken
when you really mean “the gebruik wanneer daar ‘n
next step is” or “implies”. The implikasie is van die volgende
above example is really saying stap. Die bogenoemde
that −1 = 0 = 1! Using arrows voorbeeld sê eintlik −1 = 0 = 1!
instead of equal signs is a Die gebruik van pyltjies ipv die
slight improvement, but still gelykaan teken is ‘n
not applicable. verbetering maar nogsteeds
nie toepaslik nie.
• Symbols can correspond to
different parts of speech. For • Simbole moet korrespondeer
instance, below is a perfectly met verskillende dele van ‘n
good complete number gesprek. Soos bv. 1+1=2 is ‘n
sentence. 1+1=2 . perfekte volledige getalsin.
• The symbol “=” acts like a • Die simbool”=“ tree op as ‘n
verb. werkwoord.
• Good writing observes the • Goeie skrywers slaan ag op
rules of grammar sinsbou reels
• However one element in • Alhoewel een element wat
mathematical writing which in skryf in wiskunde
is not found in other types voorkom wat nie inander
of writing: formulas. tipe skryf voorkom nie is
• Equations follow the formules.
standard grammatical rules • Vergelykings volg die
that apply to words. standaard sinsbou reels
EXAMPLE: wat vir woorde geld.
• So logically, the • VOORBEELD:
“>” symbol is called a • So logies word die “>” die
“greater-than sign” and the “groter as simbool” en die
“<” symbol is called a “<“ die “kleiner as simbool”
“less-than sign.” You can jy kan ook die “≥” of “≤”
also use the “≥” or gebruik as die getal
“≤” symbols if a number, gewoonlik ‘n veranderlike
usually a variable, may be is, kan die getal groter en
greater than or equal to gelykaan of kleiner as en
another number, or less gelykaan.
than or equal to it.
SYMBOLS AND WORDS:
Gr 1- Vocabulary
Gr 1 - Woordeskat
Gr 3- Vocabulary
Gr 3 - Woordeskat
MFPC411 LU1.1
The composition of the informal and formal
Mathematics register

M MOTHOLO
B10 G04
MMAPHADI.MOTHOLO@NWU.AC.ZA
 ATTENTION

COPYRIGHT CLEARANCE COVER PAGE FOR COPIES MADE BY

THE NORTH-WEST UNIVERSITY (NWU)

Some of the material has copyright and have been copied for
educational use. It is not for (re)sale and must not be
redistributed.
BLENDED LEARNING
 LECTURE RULES

• ATTENDANCE IS COMPULOSORY. DO NOT LET ABSENTEEISM CATCH UP WITH YOU AT A LATER STAGE!!
• If you are constantly on your phone during the lesson, I will respectfully take note of your name, surname and student number for
record keeping purposes.
• If I talk you will keep quiet and if you talk I will keep quiet.
• DO NOT BE LATE

Contact students:
• Meeting with lecturer in office B10 G01. ONLY UPON EMAIL APPOINTMENT!!!!!!
• Check the timetable on Efundi for my consultation hours.

Distance Students:
• You can contact me between 07:30-17:00. Any emails thereafter will be responded to the following day or within 72 hours.

• All students must familiarise themselves with the faculty guidelines on efundi. Furthermore, if you have a problem, you need to
send a respectful email. Should you still be dissatisfied, follow the grievance procedure on efundi.
 DISTANCE STUDENTS

All the materials are on efundi except the 2 textbooks. You have to
buy them or get it as part of your study materials
• The times and the dates for the recorded/zoom/Teams classes will
be posted on Efundi.
In the meantime you need to prepare for every week on efundi.
• Please follow the module plan to make sure that you are familiar for
the deadline dates for work that needs to be uploaded onto efundi.
 CONTACT STUDENTS

• SEE THE TIMETABLE AND VENUE ROSTER ON EFUNDI.

• You need to be attending classes face to face.
• You must send me an email confirming reasons for non attendance of class.
• If you send me an email requesting assistance yet my records show absenteeism with no communication
thereof, I will not respond. You are an adult.
 EMAIL PROCEDURE

• When you contact me via email I need the following at the beginning of the
email before you state your problem:

• 1. Your name
• 2. Distance or contact
• 3. Your student number
• 4. Your module code

I CANNOT HELP YOU WITHOUT THIS INFORMATION!!!!!

NB: IF YOU SEND A RUDE EMAIL, I WILL NOT RESPOND UNDER ANY CIRCUMSTANCES. BE
RESPECTFUL STUDENTS WHO EMOBODY THE QUALITIES OF A FOUNDATION PHASE TEACHER,
 EMAIL EXAMPLE

Subject: Confirmation of due date

Dear Ms Motholo
Hope you are well. I kindly request your assistance with navigating
LU2 and which articles I should refer to?

Kind Regards
Thabo Smit (Distance/Contact)
66531585
MFPC111
 TAKE NOTE

• I do not work at Efundi.

• I do not work at IT.
• I do not work with registrations.
• I am not a lecturer for any other module.
• I do not work at the Distance Offices.
• CONTACT THE RELEVANT DEPARTMENT IF YOU HAVE
QUERIES RELATING TO THESE. ONLY EMAIL ME ON MATTERS
PERTAINING TO MFPC111.
• CONTACT INFORMATION CAN BE FOUND ON GOOGLE FOR
RELEVANT DEPARTMENTS.
 SELF DIRECTED LEARNING

• A process where students take the initiative to identify their learning

needs, set goals, and select strategies to achieve those goals.
• Developing independent learning skills, critical thinking, and
responsibility for one’s academic progress.
• Autonomy: Students take control of their learning.
• Self-Motivation: Learning is driven by personal goals and curiosity.
• Goal-Oriented: Clear, achievable learning objectives are set.
• Resourcefulness: Students identify and utilize appropriate resources.
• Reflection: Learners evaluate their progress and outcomes.
 LESSON UNIT 1

• Lesson Unit 1
Language development
Lesson Unit 1.1 The composition of the informal and formal
Mathematics register
Lesson Unit 1.2 Reading in Mathematics and the development of
mathematical vocabulary
Lesson Unit 1.3 Developing mathematical writing skills
Lesson Unit 1.4 Mastering the Mathematics register: Speaking in
Mathematics
Lesson Unit 1.5 Assessment in Mathematics
 OUTCOMES

• Understand and define Mathematics as a language

• defining the Mathematics register
• the informal Mathematics register (educational language)
• the use of the informal Mathematics register to facilitate new
concepts;
• the three different language contexts of multilingual classrooms.
 COMPOSITION OF INFORMAL AND FORMAL REGISTER

Articles
• Charlesworth , Lind & Fleege
• AtkinsonSl Chapter 9
• Thompson & Rubenstein, 2000
• Thompson et al., 2016.
• Vorster, 2005
• Gafoor & Sarabi, 2015
• Riccomini et al., 2015
 Mathematics as a language
Wiskunde as ‘n taal

Spoken Written
language language Reading Sybolism
Gesproke Geskrewe Lees Simbolies
taal taal

Voster Chapter 3
 MATHEMATICS IS…

• … a language that makes use of symbols and notations for

describing numerical, geometric and graphical
relationships. It is a human activity that involves observing,
representing and investigating patterns and qualitative
relationships in physical and social phenomena and between
mathematical objects themselves. It helps to develop mental
processes that enhance logical and critical thinking,
accuracy and problem solving that will contribute to
decision-making
 MATHEMATICS IS…

• Mathematics is both oral and written

• Formal or informal
• Not only describes but helps to format concepts
• Has communication as a major purpose
• Has a well constructed syntax
 MATHEMATICS IS…
• Mathematics can be used to
describe patterns, relationships,
structures and properties that
cannot be communicated in any
other way.
• Therefore, it is a vehicle for
logical thinking
 MATHEMATICS AS A SPOKEN
LANGUAGE
1. What is the difference between
a "square" and a "rectangle"?
Can you explain it to your friend
without drawing? How does
using words help us understand
shapes better?
2. Name the shapes below?
3. When we say "first, second,
third," what are we talking
about? How do these words help
us organize things like steps in a
game or positions in a race?
4. Can you describe the pattern
below?
ACTIVITY
 MATHEMATICS AS WRITTEN LANGUAGE

• 243 = 200 + 40 + 3
• 243 = 2 hundreds + 4 tens + 3 ones
• A learners is tasked with writing their own breakdown of the number
using these formats. They are encouraged to explain their written
work to a peer.
• One learner writes, "243 = 200 + 40 + 3" but struggles to articulate
this in English. The teacher models the sentence: "Two hundred plus
forty plus three equals two hundred and forty-three." The learner
repeats it and then writes a full sentence: "243 is two hundreds, four
tens, and three ones."
 MATHEMATICS AS A WRITTEN LANGUAGE

• Symbols like <,>,=<,>,= express relationships

• Labeling a triangle with A,B,C at its vertices. Triangle ABC is a
mathematical description.
• Writing a problem such as, "Sipho has 3 apples, and Thandi gives
him 2 more. How many apples does Sipho have now?" translates
spoken language into written mathematical form.
 MATHEMATICS REGISTER

Mathematics register includes ordinary words that would have a different meaning in
mathematics than in the everyday language.

Eg: In everyday language, "product" typically refers to something that is made or

produced, like a manufactured item. In mathematics, "product" specifically refers to
the result of multiplying two or more numbers. For example, the product of 3×4 = 12.

CAN YOU THINK OF OTHER MATHEMATICAL REGISTERS?

 CHARACTERISTICS OF MATHEMATICS LANGUAGE (Gafoor &
Sarabi)

1. Content: Lexicon and Grapheme

Vocabulary or lexicon is the basic component of any natural
language.
Natural language has its own grapheme which is the smallest unit
used in describing the writing system of a language.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE

• 2. Structure: structure of language is governend by rules related to

phonology, morphology and syntax.
Phonology deals with the sound system of language.
Morphology deals with the rules related to formation of words.
Syntax is the formation of sentences that we commonly refer as
grammar in language.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE

3. Function: Semantics and pragmatics.

Semantics patterns the meaning of words and sentences whereas
pragmatics is system that outlines the use of language in context.
CHARACTERISTICS OF MATHEMATICS LANGUAGE
 SYMBOLIC EXPRESSIONS IN MATHEMATICS

• Mathematics is a special-purpose language - own symbols and rules

of grammar that are quite different from those of English and other
languages.
• The symbolic language consists of symbolic expressions written in
the way mathematicians traditionally write them.
• A symbol is a typographical character such as: x,Φ,∪ .
• Some symbols commonly associated with mathematical operations:
• The symbol + is associated with the concepts of ‘plus’, ‘add’,
‘increase’ and ‘positive’
• −5°C, meaning a temperature of minus five degrees Celsius, etc.
 SYMBOLIC EXPRESSIONS IN MATHEMATICS

• In symbolic expressions, the symbols and the arrangement of the

symbols both communicate meaning
• A symbolic expression consists of symbols arranged according to
specific rules.
• Every symbolic expression identifies with one of the two types:
• symbolic assertion
• symbolic statement
 SYMBOLIC STATEMENT

• A symbolic statement is a declarative sentence written in

mathematical symbols that is either true or false. It expresses a
complete thought or proposition.
• Characteristics: It can be evaluated for truth value (true or false).It
is used to represent facts or relationships.
• 2+2=4: This is true.
• 2+2=5: This is false.
 SYMBOLIC ASSERTION

• A symbolic assertion is a mathematical statement made with the

intent of claiming or declaring that it is true, either universally or
within a specific context. Assertions often involve an implicit or
explicit assumption that the statement is correct.
• Characteristics:
• It declares something as true.
• Assertions are often used in proofs, axioms, or theorems.
• Assertions may require justification or proof.

• Prove that triangle GEF = triangle HIJ

 MATHEMATICS REGISTER

• Try to answer the following questions from a numeracy test:

• 1.1 Bhala esi sivakalisi sibe linani. Amawaka angamashumi amabini
anamakhulu amabini anesithandathu.
• 1.2 102 − 36 =
• 1.3 1 048 + 21 376 =
• 1.4 23 × 145 =
• 1.5 168 ÷ 12 =
• 1.6 Dibanisa olu luhlu lwamanani lulandelayo.
 MATHEMATICS REGISTER

• The mathematics register refers to the specialized language used to

communicate mathematical ideas. It includes vocabulary, symbols,
syntax, and ways of reasoning.
• This register can be divided into informal and formal categories,
each serving different purposes in mathematics teaching and
learning.
Three different language contexts
• Urban/ suburban
• Township
• Rural
 Three different language contexts
• Urban-suburban environment – English/ Afrikaans - context
• Urban/ Township context – strong regional language, co-exist
with different other languages (not high English proficiency).
• Rural context – English is mainly at school. Most have the same
home language.
• Teachers codeswitch ( move back and forth) in the last two
contexts.
• Teachers have to choose language strategies and mathematical
language teaching practices.
 INFORMAL REGISTER

• Everyday language and expressions used to describe mathematical

concepts in a way that is familiar and relatable to learners.
• Uses common, non-technical vocabulary.
• Encourages intuitive understanding and personal connections to
concepts.
• Often involves practical examples, stories, or real-life applications. More
conversational and less structured.
• Bridges learners' existing knowledge and the more formal mathematical
register.
• Examples: "If you have 3 apples and get 2 more, how many do you have?
• "Think of 4 groups of 5. How many in total?"
 FORMAL REGISTER

• Precise, technical language and symbols used for clear and

unambiguous communication of mathematical ideas.
• Uses standardized vocabulary, syntax, and symbols.
• Requires accuracy and adherence to rules. Lacks ambiguity and
focuses on logical reasoning.
• Commonly used in textbooks, assessments, and professional
discourse.
• Examples: "The sum of 3 and 2 is 5.
• The product of 4 and 5 is 20.
 MATHEMATICS REGISTER
• Understanding Potential Difficulties with Mathematics Language:
• Words are used differently (e.g., "product" in social English vs.
mathematics).
• Words may have multiple meanings across disciplines (e.g., "radical" in
mathematics, science, or social studies) and within mathematics itself
(e.g., "base" of a triangle vs. a power).
• Phrases have meanings distinct from individual words (e.g., "if-then,"
"polygon" vs. "regular polygon").
• Complex syntax, such as passive voice or "if-then" structures, can create
confusion.
• Semantics is key for understanding meaning (e.g., "3 times a number is 5
more than the number" translates to 3x=x+5).
• Cultural references in word problems (e.g., "in the red" meaning deficit)
may hinder comprehension.
• Language-specific challenges (e.g., South African indigenous language
speakers may struggle with connectives like "or") impact understanding.
 MOVING FROM INFORMAL REGISTER TO FORMAL REGISTER

• Transitioning Between Informal and Formal Registers In teaching,

moving from informal to formal registers is critical for deep
understanding.

• For example: Introduce concepts informally: Use real-life contexts

and simple language.
• Connect to formal terms: Gradually introduce mathematical
vocabulary and symbols alongside informal explanations.
• Practice the formal register: Engage learners in exercises requiring
precise language, such as solving equations or explaining reasoning
using technical terms.
Communication for linking the informal and the formal
Mathematics register (Thompson et al.,2016)
 EXPLORATORY TALK

• Students share and help each other to understand the problems.

They listen to each other’s contributions and respect their idea even
if they disagree. They can challenge and counter challenge
arguments. But they should give reasons and substantiate their
challenges with sentences such as , “ I think….because….” the
group work together as equitable consensus.
 ACTIVITY

• Use the Gr 3 CAPS – any part in maths

• Identify each of the following
Any diagram
Symbolic expression
Verbal expression
Informal and Formal language
Terminology that can have two meanings
 EFFECTIVE COMMUNICATION (RICCOMINI)

• Mathematical proficiency includes the ability to communicate and reason through written and
spoken language.
• Communicating mathematically is a complex task for even the most mathematically advanced
student.
• The ability to effectively communicate (expressively and receptively) through the language of
mathematics requires mathematical understanding; a robust vocabulary knowledge base;
flexibility; fluency and proficiency with numbers, symbols, words, and diagrams; and
comprehension skills.
• Many students struggle with some or all of the important mathematical concepts, especially
students with learning disabilities (Morin & Franks, 2010).
• Every day in their mathematics classrooms, students encounter a text-centered instructional
setting that creates unintended barriers to their learning (Anderson-Inman & Horney, 1998).
• It is important to recognize the many and varied difficulties that present challenges for students;
finding instructional strategies and activities to help students overcome these difficulties is
imperative.
 CATEGORIES OF DIFFICULTY (Riccomini)
Category Explanation/Examples
Words have different meanings depending on context (e.g., "foot" as 12 inches vs.
(a) Meanings are context-dependent
"foot" of the bed).
Mathematical terms are more specific (e.g., "product" as the result of multiplication
(b) Mathematical meanings are precise
vs. the product of a company).
(c) Terms specific to mathematics Words unique to mathematics (e.g., polygon, parallelogram, imaginary number).
Terms with varied meanings even within mathematics (e.g., "side" of a triangle vs.
(d) Multiple meanings
"side" of a cube).
Words with technical meanings in different fields (e.g., "cone" as a shape vs. "cone"
(e) Discipline-specific technical terms
for holding ice cream).
(f) Homonyms with everyday words Mathematical terms that sound like common words (e.g., "pi" vs. "pie").
Words with related meanings but different usage (e.g., "circumference" vs.
(g) Related but different terms
"perimeter").
(h) Challenges with translated words Issues with translations affecting meaning (e.g., "mesa" vs. "table").
Words with unusual spellings that may confuse learners (e.g., "obelus" [÷] vs.
(i) Irregularities in spelling
"obeli").
(j) Multiple verbalizations Concepts expressed in different ways (e.g., "15 minutes past" vs. "quarter after").
Use of everyday terms instead of mathematical terminology (e.g., "diamond" vs.
(k) Informal terms used in place of formal ones
"rhombus," "in the house" vs. "in the division bracket").
 LANGUAGE PHENOMENA

Visibility and invisibility of language

Word-walking (Code switching)

Decoding

Double -decoding

Self-talk
VISIBILITY AND INVISIBILITY OF LANGUAGE (Thompson et al.,)

Invisible: Language only used to clarify the Mathematics

Visible: Specific attention to the correct terminology and phrases, the meaning of words and the
correct syntax

The mastering of the Mathematics language register is an outcome in itself. Too much visibility of the
language can sometimes lead to obscured Mathematics.

Needs to be a balance between the visibility and invisibility of language so that the learners have the
benefit of the explicit language teaching but the Mathematics does not become obscured.
 WORD WALKING (CODE SWITCHING)

• The process of "translation" between spoken language and mathematical

language.
• "Wordwalking" is when a learner substitutes a mathematical word or phrase in
an original problem statement with natural language, but changes the meaning
of the problem
OR
• The meaning of the substitution overlaps with the substituted word, but
changes the structure of the resulting mathematical problem statement.

• Eg: Original Mathematical Statement: The difference between 12 and a number

is 5.
• Wordwalking:The learner might interpret this as: 12 minus 5 is the number.
 DECODING

interpreting and understanding mathematical language, symbols, and structures to

extract meaning and solve problems. It involves "translating" abstract or symbolic
representations into meaningful concepts that align with the learner's understanding.

Decode the following word sum:

"If a student has 3 pens and buys 5 more, how many pens does the student have now?"
 CONT.

• Recognize "3 pens" as an initial quantity.

• Understand "buys 5 more" implies addition.
• Formulate the equation: 3+5=83+5=8.
 SELF TALK

• Self-talk can be non-vocal and some times a learner would speak

aloud.
• Self-talk forces a learner to find words to express thoughts.
• Self-talk helps the learner to explore a problem and to guide
thoughts in order to solve a problem.
 Class activity – submit Groups of 4
Concept: triangle
Write a dialogue between a
teacher and a learner.
The following must be visible:
• Formal and informal language
must be present.
• De-coding
© North-West University (2012)
MFPC411 LU1.1
The composition of the informal and formal
Mathematics register

M MOTHOLO
B10 G04
MMAPHADI.MOTHOLO@NWU.AC.ZA
 ATTENTION

COPYRIGHT CLEARANCE COVER PAGE FOR COPIES MADE BY

THE NORTH-WEST UNIVERSITY (NWU)

Some of the material has copyright and have been copied for
educational use. It is not for (re)sale and must not be
redistributed.
BLENDED LEARNING
 LECTURE RULES

• ATTENDANCE IS COMPULOSORY. DO NOT LET ABSENTEEISM CATCH UP WITH YOU AT A LATER STAGE!!
• If you are constantly on your phone during the lesson, I will respectfully take note of your name, surname and student number for
record keeping purposes.
• If I talk you will keep quiet and if you talk I will keep quiet.
• DO NOT BE LATE

Contact students:
• Meeting with lecturer in office B10 G01. ONLY UPON EMAIL APPOINTMENT!!!!!!
• Check the timetable on Efundi for my consultation hours.

Distance Students:
• You can contact me between 07:30-17:00. Any emails thereafter will be responded to the following day or within 72 hours.

• All students must familiarise themselves with the faculty guidelines on efundi. Furthermore, if you have a problem, you need to
send a respectful email. Should you still be dissatisfied, follow the grievance procedure on efundi.
 DISTANCE STUDENTS

All the materials are on efundi except the 2 textbooks. You have to
buy them or get it as part of your study materials
• The times and the dates for the recorded/zoom/Teams classes will
be posted on Efundi.
In the meantime you need to prepare for every week on efundi.
• Please follow the module plan to make sure that you are familiar for
the deadline dates for work that needs to be uploaded onto efundi.
 CONTACT STUDENTS

• SEE THE TIMETABLE AND VENUE ROSTER ON EFUNDI.

• You need to be attending classes face to face.
• You must send me an email confirming reasons for non attendance of class.
• If you send me an email requesting assistance yet my records show absenteeism with no communication
thereof, I will not respond. You are an adult.
 EMAIL PROCEDURE

• When you contact me via email I need the following at the beginning of the
email before you state your problem:

• 1. Your name
• 2. Distance or contact
• 3. Your student number
• 4. Your module code

I CANNOT HELP YOU WITHOUT THIS INFORMATION!!!!!

NB: IF YOU SEND A RUDE EMAIL, I WILL NOT RESPOND UNDER ANY CIRCUMSTANCES. BE
RESPECTFUL STUDENTS WHO EMOBODY THE QUALITIES OF A FOUNDATION PHASE TEACHER,
 EMAIL EXAMPLE

Subject: Confirmation of due date

Dear Ms Motholo
Hope you are well. I kindly request your assistance with navigating
LU2 and which articles I should refer to?

Kind Regards
Thabo Smit (Distance/Contact)
66531585
MFPC111
 TAKE NOTE

• I do not work at Efundi.

• I do not work at IT.
• I do not work with registrations.
• I am not a lecturer for any other module.
• I do not work at the Distance Offices.
• CONTACT THE RELEVANT DEPARTMENT IF YOU HAVE
QUERIES RELATING TO THESE. ONLY EMAIL ME ON MATTERS
PERTAINING TO MFPC411.
• CONTACT INFORMATION CAN BE FOUND ON GOOGLE FOR
RELEVANT DEPARTMENTS.
 SELF DIRECTED LEARNING

• A process where students take the initiative to identify their learning

needs, set goals, and select strategies to achieve those goals.
• Developing independent learning skills, critical thinking, and
responsibility for one’s academic progress.
• Autonomy: Students take control of their learning.
• Self-Motivation: Learning is driven by personal goals and curiosity.
• Goal-Oriented: Clear, achievable learning objectives are set.
• Resourcefulness: Students identify and utilize appropriate resources.
• Reflection: Learners evaluate their progress and outcomes.
 LESSON UNIT 1

• Lesson Unit 1
Language development
Lesson Unit 1.1 The composition of the informal and formal
Mathematics register
Lesson Unit 1.2 Reading in Mathematics and the development of
mathematical vocabulary
Lesson Unit 1.3 Developing mathematical writing skills
Lesson Unit 1.4 Mastering the Mathematics register: Speaking in
Mathematics
Lesson Unit 1.5 Assessment in Mathematics
 OUTCOMES

• Understand and define Mathematics as a language

• defining the Mathematics register
• the informal Mathematics register (educational language)
• the use of the informal Mathematics register to facilitate new
concepts;
• the three different language contexts of multilingual classrooms.
 COMPOSITION OF INFORMAL AND FORMAL REGISTER

Articles
• Charlesworth , Lind & Fleege
• AtkinsonSl Chapter 9
• Thompson & Rubenstein, 2000
• Thompson et al., 2016.
• Vorster, 2005
• Gafoor & Sarabi, 2015
• Riccomini et al., 2015
 MATHEMATICS REGISTER

• Try to answer the following questions from a numeracy test:

1. Bhala esi sivakalisi sibe linani. Amawaka angamashumi amabini
anamakhulu amabini anesithandathu.
2. 102 − 36 =
3. 48 + 21 376 =
4. 23 × 145 =
5. 168 ÷ 12 =
6. Dibanisa olu luhlu lwamanani lulandelayo.
 Mathematics as a language

Spoken Written
language language Reading Sybolism
Gesproke Geskrewe Lees Simbolies
taal taal

Voster Chapter 3
 MATHEMATICS IS…

• … a language that makes use of symbols and notations for

describing numerical, geometric and graphical
relationships. It is a human activity that involves observing,
representing and investigating patterns and qualitative
relationships in physical and social phenomena and between
mathematical objects themselves. It helps to develop mental
processes that enhance logical and critical thinking,
accuracy and problem solving that will contribute to
decision-making
 MATHEMATICS IS…

• Mathematics is both oral and written

• Formal or informal
• Not only describes but helps to format concepts
• Has communication as a major purpose
• Has a well constructed syntax
 MATHEMATICS IS…
• Mathematics can be used to
describe patterns, relationships,
structures and properties that
cannot be communicated in any
other way.
• Therefore, it is a vehicle for
logical thinking
 MATHEMATICS AS A SPOKEN
LANGUAGE
1. What is the difference between
a "square" and a "rectangle"?
Can you explain it to your friend
without drawing? How does
using words help us understand
shapes better?
2. Name the shapes below?
3. When we say "first, second,
third," what are we talking
about? How do these words help
us organize things like steps in a
game or positions in a race?
4. Can you describe the pattern
below?
ACTIVITY
 MATHEMATICS AS WRITTEN LANGUAGE

• 243 = 200 + 40 + 3
• 243 = 2 hundreds + 4 tens + 3 ones
• A learners is tasked with writing their own breakdown of the number
using these formats. They are encouraged to explain their written
work to a peer.
• One learner writes, "243 = 200 + 40 + 3" but struggles to articulate
this in English. The teacher models the sentence: "Two hundred plus
forty plus three equals two hundred and forty-three." The learner
repeats it and then writes a full sentence: "243 is two hundreds, four
tens, and three ones."
 MATHEMATICS AS A WRITTEN LANGUAGE

• Symbols like <,>,=<,>,= express relationships

• Labeling a triangle with A,B,C at its vertices. Triangle ABC is a
mathematical description.
• Writing a problem such as, "Sipho has 3 apples, and Thandi gives
him 2 more. How many apples does Sipho have now?" translates
spoken language into written mathematical form.
 MATHEMATICS AS A WRITTEN LANGUAGE: CLASS DISCUSSION

• Look at the two problems below and reflect on how minor

changes in wording can impact problem-solving in
mathematics, especially for second or third language speakers.

• (a) A school library had 120 books. The librarian gave 40 books to
the Grade 3 class and 30 books to the Grade 4 class. How many
books are left in the library?
• (b) A school library had 120 books. The librarian gave 40 books to
the Grade 3 class. Later, she gave 30 books from what was left to
the Grade 4 class. How many books are left in the library?
 MATHEMATICS REGISTER

Mathematics register includes ordinary words that would have a different meaning in
mathematics than in the everyday language.

Eg: In everyday language, "product" typically refers to something that is made or

produced, like a manufactured item. In mathematics, "product" specifically refers to
the result of multiplying two or more numbers. For example, the product of 3×4 = 12.

CAN YOU THINK OF OTHER MATHEMATICAL REGISTERS?

 MATHEMATICS REGISTER

• The mathematics register refers to the specialized language used to

communicate mathematical ideas. It includes vocabulary, symbols,
syntax, and ways of reasoning.
• This register can be divided into informal and formal categories,
each serving different purposes in mathematics teaching and
learning.
Three different language contexts
• Urban/ suburban
• Township
• Rural
 Three different language contexts
• Urban-suburban environment – English/ Afrikaans - context
• Urban/ Township context – strong regional language, co-exist
with different other languages (not high English proficiency).
• Rural context – English is mainly at school. Most have the same
home language.
• Teachers codeswitch ( move back and forth) in the last two
contexts.
• Teachers have to choose language strategies and mathematical
language teaching practices.
 INFORMAL REGISTER

• Everyday language and expressions used to describe mathematical

concepts in a way that is familiar and relatable to learners.
• Uses common, non-technical vocabulary.
• Encourages intuitive understanding and personal connections to
concepts.
• Often involves practical examples, stories, or real-life applications. More
conversational and less structured.
• Bridges learners' existing knowledge and the more formal mathematical
register.
• Examples: "If you have 3 apples and get 2 more, how many do you have?
• "Think of 4 groups of 5. How many in total?"
 FORMAL REGISTER

• Precise, technical language and symbols used for clear and

unambiguous communication of mathematical ideas.
• Uses standardized vocabulary, syntax, and symbols.
• Requires accuracy and adherence to rules. Lacks ambiguity and
focuses on logical reasoning.
• Commonly used in textbooks, assessments, and professional
discourse.
• Examples: "The sum of 3 and 2 is 5.
• The product of 4 and 5 is 20.
 MATHEMATICS REGISTER
• Understanding Potential Difficulties with Mathematics Language:
• Words are used differently (e.g., "product" in social English vs.
mathematics).
• Words may have multiple meanings across disciplines (e.g., "radical" in
mathematics, science, or social studies) and within mathematics itself
(e.g., "base" of a triangle vs. a power).
• Phrases have meanings distinct from individual words (e.g., "if-then,"
"polygon" vs. "regular polygon").
• Complex syntax, such as passive voice or "if-then" structures, can create
confusion.
• Semantics is key for understanding meaning (e.g., "3 times a number is 5
more than the number" translates to 3x=x+5).
• Cultural references in word problems (e.g., "in the red" meaning deficit)
may hinder comprehension.
• Language-specific challenges (e.g., South African indigenous language
speakers may struggle with connectives like "or") impact understanding.
 MOVING FROM INFORMAL REGISTER TO FORMAL REGISTER

• How to transition Between Informal and Formal Registers In

teaching, moving from informal to formal registers is critical for deep
understanding:

1. Introduce concepts informally: Use real-life contexts and simple

language.
2. Connect to formal terms: Gradually introduce mathematical
vocabulary and symbols alongside informal explanations.
3. Practice the formal register: Engage learners in exercises requiring
precise language, such as solving equations or explaining
reasoning using technical terms.
Communication for linking the informal and the formal
Mathematics register (Thompson et al.,2016)
 EXPLORATORY TALK

• Students share and help each other to understand the problems.

They listen to each other’s contributions and respect their idea even
if they disagree. They can challenge and counter challenge
arguments. But they should give reasons and substantiate their
challenges with sentences such as , “ I think….because….” the
group work together as equitable consensus.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE (Gafoor &
Sarabi)

1. Content: Lexicon and Grapheme

Vocabulary or lexicon is the basic component of any natural
language.
Natural language has its own grapheme which is the smallest unit
used in describing the writing system of a language.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE

• 2. Structure: structure of language is governend by rules related to

phonology, morphology and syntax.
Phonology deals with the sound system of language.
Morphology deals with the rules related to formation of words.
Syntax is the formation of sentences that we commonly refer as
grammar in language.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE

3. Function: Semantics and pragmatics.

Semantics patterns the meaning of words and sentences whereas
pragmatics is system that outlines the use of language in context.
CHARACTERISTICS OF MATHEMATICS LANGUAGE
 SYMBOLIC EXPRESSIONS IN MATHEMATICS

• Mathematics is a special-purpose language - own symbols and rules

of grammar that are quite different from those of English and other
languages.
• The symbolic language consists of symbolic expressions written in
the way mathematicians traditionally write them.
• A symbol is a typographical character such as: x,Φ,∪ .
• Some symbols commonly associated with mathematical operations:
• The symbol + is associated with the concepts of ‘plus’, ‘add’,
‘increase’ and ‘positive’
• −5°C, meaning a temperature of minus five degrees Celsius, etc.
 SYMBOLIC EXPRESSIONS IN MATHEMATICS

• In symbolic expressions, the symbols and the arrangement of the

symbols both communicate meaning
• A symbolic expression consists of symbols arranged according to
specific rules.
• Every symbolic expression identifies with one of the two types:
• symbolic assertion
• symbolic statement
 SYMBOLIC STATEMENT

• A symbolic statement is a declarative sentence written in

mathematical symbols that is either true or false. It expresses a
complete thought or proposition.
• Characteristics: It can be evaluated for truth value (true or false).It
is used to represent facts or relationships.
• 2+2=4: This is true.
• 2+2=5: This is false.
 SYMBOLIC ASSERTION

• A symbolic assertion is a mathematical statement made with the

intent of claiming or declaring that it is true, either universally or
within a specific context. Assertions often involve an implicit or
explicit assumption that the statement is correct.
• Characteristics:
• It declares something as true.
• Assertions are often used in proofs, axioms, or theorems.
• Assertions may require justification or proof.

• Prove that triangle GEF = triangle HIJ

 EFFECTIVE COMMUNICATION (RICCOMINI)

• Mathematical proficiency includes the ability to communicate and reason through written and
spoken language.
• Communicating mathematically is a complex task for even the most mathematically advanced
student.
• The ability to effectively communicate (expressively and receptively) through the language of
mathematics requires mathematical understanding; a robust vocabulary knowledge base;
flexibility; fluency and proficiency with numbers, symbols, words, and diagrams; and
comprehension skills.
• Many students struggle with some or all of the important mathematical concepts, especially
students with learning disabilities (Morin & Franks, 2010).
• Every day in their mathematics classrooms, students encounter a text-centered instructional
setting that creates unintended barriers to their learning (Anderson-Inman & Horney, 1998).
• It is important to recognize the many and varied difficulties that present challenges for students;
finding instructional strategies and activities to help students overcome these difficulties is
imperative.
 CATEGORIES OF DIFFICULTY (Riccomini)
Category Explanation/Examples
Words have different meanings depending on context (e.g., "foot" as 12 inches vs.
(a) Meanings are context-dependent
"foot" of the bed).
Mathematical terms are more specific (e.g., "product" as the result of multiplication
(b) Mathematical meanings are precise
vs. the product of a company).
(c) Terms specific to mathematics Words unique to mathematics (e.g., polygon, parallelogram, imaginary number).
Terms with varied meanings even within mathematics (e.g., "side" of a triangle vs.
(d) Multiple meanings
"side" of a cube).
Words with technical meanings in different fields (e.g., "cone" as a shape vs. "cone"
(e) Discipline-specific technical terms
for holding ice cream).
(f) Homonyms with everyday words Mathematical terms that sound like common words (e.g., "pi" vs. "pie").
Words with related meanings but different usage (e.g., "circumference" vs.
(g) Related but different terms
"perimeter").
(h) Challenges with translated words Issues with translations affecting meaning (e.g., "mesa" vs. "table").
Words with unusual spellings that may confuse learners (e.g., "obelus" [÷] vs.
(i) Irregularities in spelling
"obeli").
(j) Multiple verbalizations Concepts expressed in different ways (e.g., "15 minutes past" vs. "quarter after").
Use of everyday terms instead of mathematical terminology (e.g., "diamond" vs.
(k) Informal terms used in place of formal ones
"rhombus," "in the house" vs. "in the division bracket").
 LANGUAGE PHENOMENA

Visibility and invisibility of language

Word-walking (Code switching)

Decoding

Double -decoding

Self-talk
VISIBILITY AND INVISIBILITY OF LANGUAGE (Thompson et al.,)

Invisible: implicit, abstract, or hidden aspects of mathematical communication. These are the underlying ideas,
assumptions, and logical structures that are not immediately obvious but are essential for understanding
mathematics.

Visible: Specific attention to the correct terminology and phrases, the meaning of words and the correct syntax

The mastering of the Mathematics language register is an outcome in itself. Too much visibility of the language
can sometimes lead to obscured Mathematics.

Needs to be a balance between the visibility and invisibility of language so that the learners have the benefit of
the explicit language teaching but the Mathematics does not become obscured.
 WORD WALKING (CODE SWITCHING)

• The process of "translation" between spoken language and mathematical

language.
• "Wordwalking" is when a learner substitutes a mathematical word or phrase in
an original problem statement with natural language, but changes the meaning
of the problem
OR
• The meaning of the substitution overlaps with the substituted word, but
changes the structure of the resulting mathematical problem statement.

• Eg: Original Mathematical Statement: The difference between 12 and a number

is 5.
• Wordwalking: The learner might interpret this as: 12 minus 5 is the number.
 DECODING

interpreting and understanding mathematical language, symbols, and structures to

extract meaning and solve problems. It involves "translating" abstract or symbolic
representations into meaningful concepts that align with the learner's understanding.

Decode the following word sum:

"If a student has 3 pens and buys 5 more, how many pens does the student have now?"
 CONT.

• Recognize "3 pens" as an initial quantity.

• Understand "buys 5 more" implies addition.
• Formulate the equation: 3+5=8.
 SELF TALK

• Self-talk can be non-vocal and some times a learner would speak

aloud.
• Self-talk forces a learner to find words to express thoughts.
• Self-talk helps the learner to explore a problem and to guide
thoughts in order to solve a problem.
 CLASS ACTIVITY

• Use the Gr 3 CAPS – any part in maths

• Identify each of the following
Any diagram
Symbolic expression
Informal and Formal language
Terminology that can have two meanings
 Class activity – submit Groups of 4
Concept: triangle
Write a dialogue between a
teacher and a learner.
The following must be visible:
• Formal and informal language
must be present.
• De-coding
© North-West University (2012)
MFPC411 LU1.1
The composition of the informal and formal
Mathematics register

M MOTHOLO
B10 G04
MMAPHADI.MOTHOLO@NWU.AC.ZA
 ATTENTION

COPYRIGHT CLEARANCE COVER PAGE FOR COPIES MADE BY

THE NORTH-WEST UNIVERSITY (NWU)

Some of the material has copyright and have been copied for
educational use. It is not for (re)sale and must not be
redistributed.
BLENDED LEARNING
 LECTURE RULES

• ATTENDANCE IS COMPULOSORY. DO NOT LET ABSENTEEISM CATCH UP WITH YOU AT A LATER STAGE!!
• If you are constantly on your phone during the lesson, I will respectfully take note of your name, surname and student number for
record keeping purposes.
• If I talk you will keep quiet and if you talk I will keep quiet.
• DO NOT BE LATE

Contact students:
• Meeting with lecturer in office B10 G01. ONLY UPON EMAIL APPOINTMENT!!!!!!
• Check the timetable on Efundi for my consultation hours.

Distance Students:
• You can contact me between 07:30-17:00. Any emails thereafter will be responded to the following day or within 72 hours.

• All students must familiarise themselves with the faculty guidelines on efundi. Furthermore, if you have a problem, you need to
send a respectful email. Should you still be dissatisfied, follow the grievance procedure on efundi.
 DISTANCE STUDENTS

All the materials are on efundi except the 2 textbooks. You have to
buy them or get it as part of your study materials
• The times and the dates for the recorded/zoom/Teams classes will
be posted on Efundi.
In the meantime you need to prepare for every week on efundi.
• Please follow the module plan to make sure that you are familiar for
the deadline dates for work that needs to be uploaded onto efundi.
 CONTACT STUDENTS

• SEE THE TIMETABLE AND VENUE ROSTER ON EFUNDI.

• You need to be attending classes face to face.
• You must send me an email confirming reasons for non attendance of class.
• If you send me an email requesting assistance yet my records show absenteeism with no communication
thereof, I will not respond. You are an adult.
 EMAIL PROCEDURE

• When you contact me via email I need the following at the beginning of the
email before you state your problem:

• 1. Your name
• 2. Distance or contact
• 3. Your student number
• 4. Your module code

I CANNOT HELP YOU WITHOUT THIS INFORMATION!!!!!

NB: IF YOU SEND A RUDE EMAIL, I WILL NOT RESPOND UNDER ANY CIRCUMSTANCES. BE
RESPECTFUL STUDENTS WHO EMOBODY THE QUALITIES OF A FOUNDATION PHASE TEACHER,
 EMAIL EXAMPLE

Subject: Confirmation of due date

Dear Ms Motholo
Hope you are well. I kindly request your assistance with navigating
LU2 and which articles I should refer to?

Kind Regards
Thabo Smit (Distance/Contact)
66531585
MFPC111
 TAKE NOTE

• I do not work at Efundi.

• I do not work at IT.
• I do not work with registrations.
• I am not a lecturer for any other module.
• I do not work at the Distance Offices.
• CONTACT THE RELEVANT DEPARTMENT IF YOU HAVE
QUERIES RELATING TO THESE. ONLY EMAIL ME ON MATTERS
PERTAINING TO MFPC411.
• CONTACT INFORMATION CAN BE FOUND ON GOOGLE FOR
RELEVANT DEPARTMENTS.
 SELF DIRECTED LEARNING

• A process where students take the initiative to identify their learning

needs, set goals, and select strategies to achieve those goals.
• Developing independent learning skills, critical thinking, and
responsibility for one’s academic progress.
• Autonomy: Students take control of their learning.
• Self-Motivation: Learning is driven by personal goals and curiosity.
• Goal-Oriented: Clear, achievable learning objectives are set.
• Resourcefulness: Students identify and utilize appropriate resources.
• Reflection: Learners evaluate their progress and outcomes.
 LESSON UNIT 1

• Lesson Unit 1
Language development
Lesson Unit 1.1 The composition of the informal and formal
Mathematics register
Lesson Unit 1.2 Reading in Mathematics and the development of
mathematical vocabulary
Lesson Unit 1.3 Developing mathematical writing skills
Lesson Unit 1.4 Mastering the Mathematics register: Speaking in
Mathematics
Lesson Unit 1.5 Assessment in Mathematics
 OUTCOMES

• Understand and define Mathematics as a language

• defining the Mathematics register
• the informal Mathematics register (educational language)
• the use of the informal Mathematics register to facilitate new
concepts;
• the three different language contexts of multilingual classrooms.
 COMPOSITION OF INFORMAL AND FORMAL REGISTER

Articles
• Charlesworth , Lind & Fleege
• AtkinsonSl Chapter 9
• Thompson & Rubenstein, 2000
• Thompson et al., 2016.
• Vorster, 2005
• Gafoor & Sarabi, 2015
• Riccomini et al., 2015
 Mathematics as a language

Spoken Written
language language Reading Sybolism
Gesproke Geskrewe Lees Simbolies
taal taal

Voster Chapter 3
 MATHEMATICS IS…

• … a language that makes use of symbols and notations for

describing numerical, geometric and graphical
relationships. It is a human activity that involves observing,
representing and investigating patterns and qualitative
relationships in physical and social phenomena and between
mathematical objects themselves. It helps to develop mental
processes that enhance logical and critical thinking,
accuracy and problem solving that will contribute to
decision-making
 MATHEMATICS IS…

• Mathematics is both oral and written

• Formal or informal
• Not only describes but helps to format concepts
• Has communication as a major purpose
• Has a well constructed syntax
 MATHEMATICS IS…
• Mathematics can be used to
describe patterns, relationships,
structures and properties that
cannot be communicated in any
other way.
• Therefore, it is a vehicle for
logical thinking
 MATHEMATICS AS A SPOKEN
LANGUAGE
1. What is the difference between
a "square" and a "rectangle"?
Can you explain it to your friend
without drawing? How does
using words help us understand
shapes better?
2. Name the shapes below?
3. When we say "first, second,
third," what are we talking
about? How do these words help
us organize things like steps in a
game or positions in a race?
4. Can you describe the pattern
below?
ACTIVITY
 MATHEMATICS AS WRITTEN LANGUAGE

• 243 = 200 + 40 + 3
• 243 = 2 hundreds + 4 tens + 3 ones
• A learners is tasked with writing their own breakdown of the number
using these formats. They are encouraged to explain their written
work to a peer.
• One learner writes, "243 = 200 + 40 + 3" but struggles to articulate
this in English. The teacher models the sentence: "Two hundred plus
forty plus three equals two hundred and forty-three." The learner
repeats it and then writes a full sentence: "243 is two hundreds, four
tens, and three ones."
 MATHEMATICS AS A WRITTEN LANGUAGE

• Symbols like <,>,=<,>,= express relationships

• Labeling a triangle with A,B,C at its vertices. Triangle ABC is a
mathematical description.
• Writing a problem such as, "Sipho has 3 apples, and Thandi gives
him 2 more. How many apples does Sipho have now?" translates
spoken language into written mathematical form.
 MATHEMATICS REGISTER

Mathematics register includes ordinary words that would have a different meaning in
mathematics than in the everyday language.

Eg: In everyday language, "product" typically refers to something that is made or

produced, like a manufactured item. In mathematics, "product" specifically refers to
the result of multiplying two or more numbers. For example, the product of 3×4 = 12.

CAN YOU THINK OF OTHER MATHEMATICAL REGISTERS?

 CHARACTERISTICS OF MATHEMATICS LANGUAGE (Gafoor &
Sarabi)

1. Content: Lexicon and Grapheme

Vocabulary or lexicon is the basic component of any natural
language.
Natural language has its own grapheme which is the smallest unit
used in describing the writing system of a language.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE

• 2. Structure: structure of language is governend by rules related to

phonology, morphology and syntax.
Phonology deals with the sound system of language.
Morphology deals with the rules related to formation of words.
Syntax is the formation of sentences that we commonly refer as
grammar in language.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE

3. Function: Semantics and pragmatics.

Semantics patterns the meaning of words and sentences whereas
pragmatics is system that outlines the use of language in context.
CHARACTERISTICS OF MATHEMATICS LANGUAGE
 SYMBOLIC EXPRESSIONS IN MATHEMATICS

• Mathematics is a special-purpose language - own symbols and rules

of grammar that are quite different from those of English and other
languages.
• The symbolic language consists of symbolic expressions written in
the way mathematicians traditionally write them.
• A symbol is a typographical character such as: x,Φ,∪ .
• Some symbols commonly associated with mathematical operations:
• The symbol + is associated with the concepts of ‘plus’, ‘add’,
‘increase’ and ‘positive’
• −5°C, meaning a temperature of minus five degrees Celsius, etc.
 SYMBOLIC EXPRESSIONS IN MATHEMATICS

• In symbolic expressions, the symbols and the arrangement of the

symbols both communicate meaning
• A symbolic expression consists of symbols arranged according to
specific rules.
• Every symbolic expression identifies with one of the two types:
• symbolic assertion
• symbolic statement
 SYMBOLIC STATEMENT

• A symbolic statement is a declarative sentence written in

mathematical symbols that is either true or false. It expresses a
complete thought or proposition.
• Characteristics: It can be evaluated for truth value (true or false).It
is used to represent facts or relationships.
• 2+2=4: This is true.
• 2+2=5: This is false.
 SYMBOLIC ASSERTION

• A symbolic assertion is a mathematical statement made with the

intent of claiming or declaring that it is true, either universally or
within a specific context. Assertions often involve an implicit or
explicit assumption that the statement is correct.
• Characteristics:
• It declares something as true.
• Assertions are often used in proofs, axioms, or theorems.
• Assertions may require justification or proof.

• Prove that triangle GEF = triangle HIJ

 MATHEMATICS REGISTER

• Try to answer the following questions from a numeracy test:

• 1.1 Bhala esi sivakalisi sibe linani. Amawaka angamashumi amabini
anamakhulu amabini anesithandathu.
• 1.2 102 − 36 =
• 1.3 1 048 + 21 376 =
• 1.4 23 × 145 =
• 1.5 168 ÷ 12 =
• 1.6 Dibanisa olu luhlu lwamanani lulandelayo.
 MATHEMATICS REGISTER

• The mathematics register refers to the specialized language used to

communicate mathematical ideas. It includes vocabulary, symbols,
syntax, and ways of reasoning.
• This register can be divided into informal and formal categories,
each serving different purposes in mathematics teaching and
learning.
Three different language contexts
• Urban/ suburban
• Township
• Rural
 Three different language contexts
• Urban-suburban environment – English/ Afrikaans - context
• Urban/ Township context – strong regional language, co-exist
with different other languages (not high English proficiency).
• Rural context – English is mainly at school. Most have the same
home language.
• Teachers codeswitch ( move back and forth) in the last two
contexts.
• Teachers have to choose language strategies and mathematical
language teaching practices.
 INFORMAL REGISTER

• Everyday language and expressions used to describe mathematical

concepts in a way that is familiar and relatable to learners.
• Uses common, non-technical vocabulary.
• Encourages intuitive understanding and personal connections to
concepts.
• Often involves practical examples, stories, or real-life applications. More
conversational and less structured.
• Bridges learners' existing knowledge and the more formal mathematical
register.
• Examples: "If you have 3 apples and get 2 more, how many do you have?
• "Think of 4 groups of 5. How many in total?"
 FORMAL REGISTER

• Precise, technical language and symbols used for clear and

unambiguous communication of mathematical ideas.
• Uses standardized vocabulary, syntax, and symbols.
• Requires accuracy and adherence to rules. Lacks ambiguity and
focuses on logical reasoning.
• Commonly used in textbooks, assessments, and professional
discourse.
• Examples: "The sum of 3 and 2 is 5.
• The product of 4 and 5 is 20.
 MATHEMATICS REGISTER
• Understanding Potential Difficulties with Mathematics Language:
• Words are used differently (e.g., "product" in social English vs.
mathematics).
• Words may have multiple meanings across disciplines (e.g., "radical" in
mathematics, science, or social studies) and within mathematics itself
(e.g., "base" of a triangle vs. a power).
• Phrases have meanings distinct from individual words (e.g., "if-then,"
"polygon" vs. "regular polygon").
• Complex syntax, such as passive voice or "if-then" structures, can create
confusion.
• Semantics is key for understanding meaning (e.g., "3 times a number is 5
more than the number" translates to 3x=x+5).
• Cultural references in word problems (e.g., "in the red" meaning deficit)
may hinder comprehension.
• Language-specific challenges (e.g., South African indigenous language
speakers may struggle with connectives like "or") impact understanding.
 MOVING FROM INFORMAL REGISTER TO FORMAL REGISTER

• Transitioning Between Informal and Formal Registers In teaching,

moving from informal to formal registers is critical for deep
understanding.

• For example: Introduce concepts informally: Use real-life contexts

and simple language.
• Connect to formal terms: Gradually introduce mathematical
vocabulary and symbols alongside informal explanations.
• Practice the formal register: Engage learners in exercises requiring
precise language, such as solving equations or explaining reasoning
using technical terms.
Communication for linking the informal and the formal
Mathematics register (Thompson et al.,2016)
 EXPLORATORY TALK

• Students share and help each other to understand the problems.

They listen to each other’s contributions and respect their idea even
if they disagree. They can challenge and counter challenge
arguments. But they should give reasons and substantiate their
challenges with sentences such as , “ I think….because….” the
group work together as equitable consensus.
 ACTIVITY

• Use the Gr 3 CAPS – any part in maths

• Identify each of the following
Any diagram
Symbolic expression
Verbal expression
Informal and Formal language
Terminology that can have two meanings
 EFFECTIVE COMMUNICATION (RICCOMINI)

• Mathematical proficiency includes the ability to communicate and reason through written and
spoken language.
• Communicating mathematically is a complex task for even the most mathematically advanced
student.
• The ability to effectively communicate (expressively and receptively) through the language of
mathematics requires mathematical understanding; a robust vocabulary knowledge base;
flexibility; fluency and proficiency with numbers, symbols, words, and diagrams; and
comprehension skills.
• Many students struggle with some or all of the important mathematical concepts, especially
students with learning disabilities (Morin & Franks, 2010).
• Every day in their mathematics classrooms, students encounter a text-centered instructional
setting that creates unintended barriers to their learning (Anderson-Inman & Horney, 1998).
• It is important to recognize the many and varied difficulties that present challenges for students;
finding instructional strategies and activities to help students overcome these difficulties is
imperative.
 CATEGORIES OF DIFFICULTY (Riccomini)
Category Explanation/Examples
Words have different meanings depending on context (e.g., "foot" as 12 inches vs.
(a) Meanings are context-dependent
"foot" of the bed).
Mathematical terms are more specific (e.g., "product" as the result of multiplication
(b) Mathematical meanings are precise
vs. the product of a company).
(c) Terms specific to mathematics Words unique to mathematics (e.g., polygon, parallelogram, imaginary number).
Terms with varied meanings even within mathematics (e.g., "side" of a triangle vs.
(d) Multiple meanings
"side" of a cube).
Words with technical meanings in different fields (e.g., "cone" as a shape vs. "cone"
(e) Discipline-specific technical terms
for holding ice cream).
(f) Homonyms with everyday words Mathematical terms that sound like common words (e.g., "pi" vs. "pie").
Words with related meanings but different usage (e.g., "circumference" vs.
(g) Related but different terms
"perimeter").
(h) Challenges with translated words Issues with translations affecting meaning (e.g., "mesa" vs. "table").
Words with unusual spellings that may confuse learners (e.g., "obelus" [÷] vs.
(i) Irregularities in spelling
"obeli").
(j) Multiple verbalizations Concepts expressed in different ways (e.g., "15 minutes past" vs. "quarter after").
Use of everyday terms instead of mathematical terminology (e.g., "diamond" vs.
(k) Informal terms used in place of formal ones
"rhombus," "in the house" vs. "in the division bracket").
 LANGUAGE PHENOMENA

Visibility and invisibility of language

Word-walking (Code switching)

Decoding

Double -decoding

Self-talk
VISIBILITY AND INVISIBILITY OF LANGUAGE (Thompson et al.,)

Invisible: Language only used to clarify the Mathematics

Visible: Specific attention to the correct terminology and phrases, the meaning of words and the
correct syntax

The mastering of the Mathematics language register is an outcome in itself. Too much visibility of the
language can sometimes lead to obscured Mathematics.

Needs to be a balance between the visibility and invisibility of language so that the learners have the
benefit of the explicit language teaching but the Mathematics does not become obscured.
 WORD WALKING (CODE SWITCHING)

• The process of "translation" between spoken language and mathematical

language.
• "Wordwalking" is when a learner substitutes a mathematical word or phrase in
an original problem statement with natural language, but changes the meaning
of the problem
OR
• The meaning of the substitution overlaps with the substituted word, but
changes the structure of the resulting mathematical problem statement.

• Eg: Original Mathematical Statement: The difference between 12 and a number

is 5.
• Wordwalking:The learner might interpret this as: 12 minus 5 is the number.
 DECODING

interpreting and understanding mathematical language, symbols, and structures to

extract meaning and solve problems. It involves "translating" abstract or symbolic
representations into meaningful concepts that align with the learner's understanding.

Decode the following word sum:

"If a student has 3 pens and buys 5 more, how many pens does the student have now?"
 CONT.

• Recognize "3 pens" as an initial quantity.

• Understand "buys 5 more" implies addition.
• Formulate the equation: 3+5=83+5=8.
 SELF TALK

• Self-talk can be non-vocal and some times a learner would speak

aloud.
• Self-talk forces a learner to find words to express thoughts.
• Self-talk helps the learner to explore a problem and to guide
thoughts in order to solve a problem.
 Class activity – submit Groups of 4
Concept: triangle
Write a dialogue between a
teacher and a learner.
The following must be visible:
• Formal and informal language
must be present.
• De-coding
© North-West University (2012)
MFPC411 READING
SKILLS IN THE FORMAL
AND INFORMAL
REGISTERS
LU 1.4

M MOTHOLO
B10 G01
MMAPHADI.MOTHOLO@NWU.AC.ZA
MODULE OUTCOMES

• General language strategies

• Strategies to promote learners reading instructions of mathematical
questions with understanding and;
• Strategies to enhance mathematical reading for relaxation
• Importance of reading word problems and teaching them
• Reading of mathematics in the foundation phase
• Importance of vocabulary in mathematics
• Teaching strategies for math vocabulary.
 STUDY MATERIAL

• Riccomini et al., 2015

• Thompson et al., 2016.
• Vorster, 1995 of 2005.
• Charlesworth, Lind, Kruger, Dreyer & Laubsher Chapter 12
• Hughes, Powel and Stevans, 2016
• De Corte & Verschaffel, 1987

• Atkins Chapter 4
 WHAT WE WILL COVER

• Reading of symbols and Math register

• How should children experience reading in Math
• The role of LoLT
• Role of the teacher
• Strategies to facilitate learners’ reading
• Strategies to encourage reading
• Developing of Math vocabulary – reading
• Six steps of effective vocabulary instruction
• Strategies and activities to aid vocabulary instruction
• Technology application
• What is pre-reading experiences?
• Phonics vs Whole language; Balanced reading approach
• The use of Literature in Math
• Reading of Word problems
 CLASS RECAP

1. Explain what is meant by Mathematics register?

2. Critically discuss what is meant by the semantics and pragmatics of
mathematics as a language and that means for you as a teacher?
3. Clearly define symbolic statement and symbolic assertion?
4. Define the invincible language of mathematics?
5. Define the criteria (components) for mastering Mathematics as a
language?
6. What kind of real life practical experience can you implement to
introduce the concept of money?
7. Provide 3 oral strategies teachers can use to promote mathematic talk?
8. How would you introduce the vocabulary of “addition” to the learners in
6 steps?
 MATHEMATICS READING

• Mathematics is recognised as the most difficult content area as far as

reading material is considered, “with more concepts per word, per
sentence, per paragraph than any other area” (Schell, 1982, p. 544).
-Uit Nel
 READING SYMBOLS

• The language of Mathematics furthermore consists of mathematical symbols used in the different
mathematical disciplines, pictorial Mathematics such as graphs, Venn diagrams, geometrical diagrams and
pictograms
• Often, as in word sums in different topics, e.g. sequences and series, the learner should be able to
translate the syntax of the words into an expression or equation with the correct mathematical syntax. In
these instances the learner has to be master of both the mathematical register of the language of
instruction and symbolism, as well as the concepts involved. This could become very difficult for a learner.

• NB: Familiarize yourself with Atkins Ch. 2

 MATHEMATICS REGISTER

• The Mathematics register includes everyday words that take on

specialized meanings within the discipline, distinct from their common
usage. Take the word "angle" as an example. In Mathematics, an angle
refers specifically to the measure of the rotation between two intersecting
lines, typically quantified in degrees or radians. However, in everyday
language, angle might refer to a perspective or approach to a situation,
such as “looking at the problem from a different angle.” This divergence in
meaning can create confusion for learners, as they might interpret the
term based on its general usage rather than its precise mathematical
definition. Such challenges have been widely documented in research,
highlighting the difficulty learners face when decoding words that carry
both mathematical and everyday meanings.
 TEACHING READING IN MATHEMATICS

• FP learners enjoy
listening to stories
and talking about it
• Love riddles
• Love rhymes

Four S’s (See It, Say It, Spell It, Show It)
 DEVELOPING MATHEMATICAL READING IN THE FOUNDATION
PHASE

• Counting rhymes –see on walls

• Incidental reading – meaning of +, -, x, ÷.
• Flash cards
• Picture sums
• Picture word problems
• Word problems
COUNTING RHYMES
INCIDENTAL READING
PICTURE SUMS
PICTURE WORD PROBLEMS
 READING MATHEMATICS

1. Teaching materials have to be within the reading level of the

learners.
2. Applying measures for readable materials is no easy task because
of the mixture of everyday language, specialist terminology and
mathematical symbols used in mathematical text.
3. Learners should read texts where the formal mathematical register
is used correctly, but where terminology and concepts are explained in
informal language on his own level.
4. More attention should be paid to motivating learners to read
Mathematics and about Mathematics.
 NEWMAN METHOD

• The Newman Method is a diagnostic tool developed by Maxwell J.

Newman in 1977 to identify and address the specific errors learners
make when solving mathematical problems.
• This method emphasizes the sequential nature of problem-solving
and is particularly effective in diagnosing where and why a learner
might encounter difficulties.
1.Reading
2.Comprehension
3.Transformation
4.Process Skills
5.Encoding
 FIVE STEPS IN NEWMAN METHOD

• The method breaks the problem-solving process into five key stages.
Each stage is critical, and failure in any one of them can lead to incorrect
answers:
1. Reading: The learner reads the problem. Errors at this stage are often
related to difficulties in decoding the text or understanding key terms.
Example issue: Misreading or skipping key words in the problem
statement. Example issue: "John has 5 apples. He gives 2 apples to
his friend. How many apples does John have left?“)

2. Comprehension: The learner interprets the meaning of the problem.

This involves understanding what is being asked. Example issue:
Misunderstanding phrases like "how many more" or "total."
 FIVE STEPS IN NEWMAN METHOD

3. Transformation: The learner translates the problem into mathematical

terms or equations. This is where the learner decides on the operation(s) to
use. Example issue: Choosing addition instead of subtraction or
failing to set up the equation correctly.

4. Process Skills: The learner carries out the mathematical operations

(e.g., addition, subtraction, multiplication, division). Example issue:
Computational errors or incorrect application of rules. NUMBER LINE

5. Encoding: The learner writes the answer in the correct form. This
includes interpreting and presenting the solution clearly. Example issue:
Forgetting to label the answer or misrepresenting units (e.g., writing
"10" instead of "10 apples").
 READING MATH IN FP

• Learners have to learn to shift between figurative interpretations of

ordinary English and literal interpretations of mathematical English.
(Pie)
• These "literal interpretations" form the register of Mathematics not
only includes subject specific terminology, for example
"parallelogram", but also certain phrases and modes (rules) of
arguing.
• There is concern about the phenomenon that words can sometimes
act as barriers to the recognition of mathematical ideas.
 READING MATHS IN FP

• Children should
experience text where
the formal mathematical
register is used correctly,
but terminology and
concepts are explained
informally.
 Strategies to facilitate learners’ reading of instructions of
mathematical questions with comprehension
1. Underline action words
2. Read aloud
3. Explain to your “buddy” / friend in your own language
4. Re-read the question
5. Write it in your own words
6. Silent teacher
7. List Vocabulary /know the words meaning
8. Know the word in first language
9. Provide examples:
 ACTIVITY
The song "1, 2, 3, 4, 5, Once I Caught a Fish
Alive" can be a powerful teaching tool in early
mathematics classrooms, but its application
depends on how it is integrated into lessons.

Question: 1. How would you use this song to

teach:Number sense (e.g., counting and
sequencing)?

2. Basic arithmetic operations (addition,

subtraction)?

3. Problem-solving skills (creating and solving

word problems)?
 CLASS DISCUSSION

• Identify the misleading language/ vocabulary used in the following

worksheets
WORKSHEET 1
WORKSHEET 2: AMBIGUOUS AND/OR CONFUSING QUESTIONS
AND INSTRUCTIONS
Strategies to encourage mathematical reading for recreation

• Choose story books that incorporates mathematical concepts in real

life contexts
• Read some of these book when concept introduction takes place
• Encourage learners to read these books
• Ask questions on content of these books they have read
• Have a reading chart where readers are rewarded for reading (stars)
 THE IMPORTANCE OF WORD PROBLEMS

1: Links to Mathematics applied in the real world

2: Develop higher order thinking and critical thinking skills
3: Helps to develop the ability to apply different Mathematics concepts
simultaneously
4: Develop creativity in Mathematics
5: Aids in evaluating learners understanding
 THE CONCEPT OF READING WORD PROBLEMS

• While solving mathematical word problems, learners are required to

view written text as a set of small units that become meaningful in
combination with one another. The inability to perform such task
implies that learners not only lack problem-solving skills but reading
skills as well (Chamot & O‟Malley, 1994).
 THE PROCESS OF READING WORD PROBLEMS

• The essential problem-solving process requires students to first

acquire the meaning of the problem and implications of the text.
Next, the student develops an appropriate representation of the
problem. Finally, the student links this representation to the best
strategy for solving the problem
THE PROCESS OF READING AND UNDERSTANDING WORD
PROBLEMS- ATKINS CH. 12
SKETCH
QUESTIONS I NEED ANSWERED
 IMPORTANT INFORMATION

• In this section students write what is important to

remember.

Illustrate Questions I need answered Students

may draw
an arrow
from their
illustration
s into the
box
Max collects signed baseballs. He
because
had 23 baseballs. He got some the
more for his birthday. He now has drawing
Important Information 28 in all. How many baseballs did Solution & Defence contains
he get for his birthday?
all the
important
informatio
n.
SOLUTIONS AND DEFENCE
 USE A GRAPHIC ORGANISER TO SOLVE THE WORD PROBLEM
BELOW FOR A GRADE 2 CLASS

• "Sarah has 24 stickers. She gives 8 stickers to her friend and then
buys 12 more stickers. How many stickers does Sarah have now?"
 TEACHING WORD SUM/PROBLEM SOLVING

• Teaching word sum/problem solving

1: Give It Time
2: Be Honest
3: Practice
4: Direct Instruction
5: Skill & Drill
6: Formal Strategy
7: Peer Tutors
8: Write Your Own
9: Share
 1: Give It Time

Don’t expect 100% mastery

after just one lesson.
Skill development takes TIME
and lots of it.
 2: Be Honest

Acknowledge that word

problems are difficult and that
your learners are going to need
lots of practice with them.
 3: Practice

• Use different forms of

practice.
• LOT of practice.
• Whole class direct instruction,
• peer time,
• independent activities for
practice, fun “get up and move”
• Scoot games, task card
centers, and
• homework.
 4: Teach, reteach

• Teach, reteach,
• after a little more time has
passed, reteach it again.
• Learners need time to absorb all
the different actions you’ve
taught.
• After the introduction lesson,
wait a bit and reteach
• Short mini-lesson to refresh
their minds.
• Repeat the mini-lessons as
many times as needed.
 5: Skill & Drill

• Lots of practice to master word

problems: problem after problem.
• Worksheet 1 with two problems -
learners finish and checked.
Worksheet 2.
• Repeat the process again and
again until Iearners are tired and it
isn’t fun anymore.
• Another way to practice is to make
it a game to see how many
problems the class can correctly
solve in x number of minutes?
 6: Formal Strategy
• Some learners need a structured
approach
• Step 1: Read the problem and
think, “What is this problem
about?”
• Step 2: Reread the problem and
think, “What is the problem
asking?”
• Step 3: Plan your “attack” and
think, “What is the best way to
solve this problem?”
• Step 4: Solve the problem and
think, “What operation should I
use?”
• Step 5: Check your answer and
think, “Does my answer make
sense? Is my math correct?”
 7: Peer instructors

• Pair up learners who are

struggling with learners who
are breezing through the
problems.
• Before you know it, everyone
will be working through these
word problems with ease.
 8: Write Your Own

• Have learners write their own

word problems.
• Let a friend solve it.
• Understanding of the process
will develop.
 9: Share

• Talk about different ways to

solve a word problem
• Okay to solve a problem with
a different strategy than
someone else.
• All unique and solving these
problems just has to make
sense to your own mind.
• https://www.youtube.com/watc
h?v=PqvtnPOpYkU
 Difficulty with word problems

Look at the placing of the unknown. _+3=6

Does this play a role in the level of 5+_=9
difficulty of the word problem? 5+6=_

What other features influence level of difficulty of the word problem?

 1.COMPLEXITY OF LANGUAGE

"John has 5 apples. He gives 2 to his friend. How many apples does
John have left?“

"John, who initially possessed a total of 5 apples, decided to

generously donate 2 of them to his friend. Determine the remaining
number of apples in John's possession."
 2. NUMBER OF STEPS REQUIRED

There are 10 birds in a tree. 3 fly away. How many are left?"

"There are 10 birds in a tree. 3 fly away, and then 5 more birds
come to the tree. How many birds are there now?"
 3. CONTEXT FAMILIARITY

You have 8 candies and eat 3. How many candies are left?

A chemical reaction produces 8 grams of a substance. If 3 grams

are used in another reaction, how many grams remain?
 4. PRESENCE OF DISTRACTORS

• There are 10 apples. 4 are red, and the rest are green. How
many are green?

• There are 10 apples. 4 are red, 3 are yellow, and the rest are
green. How many are green?
 Classifying learners’ solution strategies (De Corte & Verschaffel, p367)

Carpenter and Moser's scheme for classifying children's solution

strategies has two dimensions:
• First, a distinction is made between additive and subtractive
strategies.
• Second, strategies are arranged according to their level of
internalization:
concrete strategies based on direct modeling with fingers or physical
objects,
verbal strategies based on the use of counting sequences, and
mental strategies based on remembered number facts
 Learners’ strategies

• Learner's strategies for solving subtraction problems are

influenced:
• by the problem structure,
• more specifically, the strategies tended to reflect the semantic structure
underlying the problem.
 Three variants of the counting-all-with-models
(CAWM) strategy
(E.g. 8+2)
• Adding: The child constructs a set of blocks corresponding the first
number in the problem, then adds to this set a number of blocks
corresponding to the second number, and finally counts the total
number of blocks.
• Joining: The child constructs two distinct sets corresponding to the
two given numbers, then moves these sets together with both hands,
and finally counts the total number of blocks.
• No move: The child constructs two sets corresponding to the two given
numbers and counts the total number of blocks without physically
moving the sets.
 Verbal strategies for addition problems (De Corte &
Verschaffel, p367)
In Carpenter and Moser's (1982, 1984) classification scheme three additive
strategies involving verbal counting sequences are distinguished:
• counting all (CA),
• counting on from first (COF) number in problem,
• and counting on from larger (COL) number in the problem.

• Counting all is the most elementary strategy: The child enumerates the first
given number starting with 1 and continues this forward count as the second
number is enumerated. This strategy requires some method of keeping track
(e.g., a "double count") of the number of counting steps that represent the
second addend in order to know when to stop counting, which is cognitively
demanding
 Protocol 1
Interviewer: "Pete had three apples; Ann gave
Pete five more apples; how many apples does
Pete have now?"
Child: "Eight."
I: "How did you find that answer?"
C: "I counted."
I: "Can you tell me how you counted?"
C: "One, two, three, four, five, . . . six, seven,
eight."
I: "What number did you start with?"
C: "I started counting five, and then I added three."
 Protocol 2
I: "Pete has three apples; Ann has seven
apples; how many apples do Pete and
Ann have altogether?"
C: "Ten."
I: "How did you find that answer?"
C: "I was thinking of a number fact."
I: "What number fact?"
C: [Writes "7 + 3 = 10."]
I: "How did you arrive at that number ten?"
C: "I knew it by heart."
 Protocol 3
I: "Pete has five apples; Ann has nine apples;
how many apples do they have altogether?"
C: "Fourteen."
I: "How did you find that answer?"
C: "Nine plus one equals ten. Then I have four left.
And ten plus four equals fourteen."
I: "So you started with the number nine instead of
four."
C: "Yes. I always start with the largest number.
That's much easier."
 Solution Strategies for Subtraction Problems (De Corte &
Verschaffel, p367)
In Carpenter and Moser's (1982, 1984) classification scheme for strategies
for subtraction problems, four material strategies are identified: (e.g. 7-3)

 separating from (SF), use objects or fingers to construct the larger number and then removes the objects
indicated by the smaller number
 separating to (ST), use objects or fingers to construct the larger number and then removes the objects until
they get to the smaller number, what is left is then the answer
 adding on (AO), use objects or fingers to construct the smaller number and then adds objects until they get
to the larger number
 matching (M) makes a set of the small number and a set of the large number and then matches until one set
is exhausted

For the first three strategies parallel verbal counting strategies are distinguished:
 counting down from (CDF), backwards from larger number until they have counted down the amount of words
indicated by the smaller number
 counting down to (CDT), backwards from larger number until they have reached the smaller number
 and counting up from given (CUFG). Forward from the smaller number until they reach the larger number
Mental-strategy level:
(a) strategies in which the answer is found by subtracting the smaller
number from the larger (direct subtractive strategies),
(b) strategies in which the child determines what quantity should be
subtracted from the larger number to get the smaller (indirect
subtractive strategies), and
(c) strategies in which the child determines to what quantity the
smaller number must be added to obtain the larger (indirect additive
strategies).
 CDF, CDT OR CUFG?

Protocol 4
I: "Pete had twelve apples; he gave four apples
to Ann; how many apples
does Pete have now?"
C: "Eight."
I: "How did you find that answer?"
C: "Twelve minus two equals ten. And ten minus
two is eight."
 CDF/CDT/CUFG?

Protocol 5
I: "Pete had twelve apples; he gave four apples
to Ann; how many apples does
Pete have now?"
C: "Eight."
I: "How did you find that answer?"
C: "Four plus six equals ten. And then I still have to
add two to arrive at
twelve. Then I make the sum of six plus two, which
equals eight."
 Interventions – Help

(a) Re-reading the problem,

(b) Suggesting the use of concrete aids (blocks), or
(c) Pointing out a counting error or an error in carrying out an
arithmetic operation.
If the learner still did not find the correct answer, the teacher
should switch over to the so-called systematic help procedure:
The problem must be read sentence by sentence, and the learner
must be asked after each sentence to represent the situation with
the manipulatives.
THANK YOU
MFPC411 Assessment in
Foundation Phase Math
LU 1.6

M MOTHOLO
B10 G01
MMAPHADI.MOTHOLO@NWU.AC.ZA
 Study material

 Naude, M. Assessment of
Mathematics in Foundation Phase
Chapter 5
 SBA – Foundation phase
 Answer the following questions:

What is assessment for you?

When do you conduct assessment?

How do you assess math in the Foundation phase?

 Why is it necessary to assess?

Naude & Meier page 334

• Is math assessment always
about the right or wrong • Determining learners current
answer? understanding
• Planning of lessons and
• Do we need to assess the
thinking process? activities
• Identifying barriers to learning
• Providing parents and care
givers with feedback
• Improving mathematical
teaching
When planning assessment

The context
of the
learner

How to What needs

record and to be
report result assessed
What teachers
need to
understand
when planning
How to
How to give
conduct the
feedback
assessment

What to use
to conduct
assessment
 Context

We assess math to support:

• becoming confident in using math to solve
problems
• using as many applicable strategies
• be able to communicate ideas and solutions to
real-life problems
Who is the learner? • using a variety of methods and strategies
• to persevere in mathematical activities
• positive attitude towards mathematics
• to appreciate the value of mathematics as a
cultural tool to solve problems creatively
• in reflecting on own thinking, reason and
performance in mathematics
• to utilise different levels of thinking in
mathematics (concrete, semiconcrete,
semiabstract and abstract levels)
 What must be assessed in Foundation
Phase math?

Physical Social Conceptual

knowledge knowledge knowledge
 Guidelines for valid and reliable assessment

Meier and Naude p337-339

• Rule 1: each learner is a unique person
• Rule 2: assess the total learner
• Rule 3: assess the learner in a variety of settings with a variety of
methods
• Rule 4: assess both the process and the final answer
• Rule 5: assessment should always be trustworthy
• Rule 6: repeat assessment to ensure valid results
• Rule 7: remain objective
• Rule 8: know what you are going to assess
• Rule 9: keep assessment confidential
 How must we assess?
Demonstrate
• Encourage learners to demonstrate their ideas with concrete ideas
objects or the use of drawings and sketches.
• Give learners the opportunity to explain their mathematical Involve Explain math
parents reasoning
reasoning and thinking to their peers and teacher.
• Encourage children to record in writing the "story" of what their
sketches show.
• Present learners with real-life problems that are embedded in a
meaningful context.
Self Record in
• Encourage learners to present their mathematical thinking or assessment writing
understanding verbally as well as graphically with symbols of their Learner
own. centered
• Involve children in a variety of dialogues that encourage them to
reflect on their mathematical thinking.
• Provide effective feedback to learners (revise the importance of
feedback discussed in section 5.4). Provide Real life
feedback problems
• Support learners with self-assessment of their mathematical
endeavours.
• Understand the influence of assessment on learners' self-esteem
Present math
and motivation to perform well in Mathematics and adapt the Variety of
thinking
dialogues to
teaching and assessment approach accordingly (OECD/CERI reflect
verbally and
with symbols
International Conference 2008: 8).
• Involve parents in the assessment of learners' mathematical
proficiency.
 How (continued)

According to DBE
• be authentic, continuous, multidimensional, varied and balanced
• take into account the diverse needs of learners and the context, and therefore
use various assessment strategies
• be an integral part of the teaching and learning process, and should help
teachers to evaluate the teaching and learning
• be accurate, objective, valid, fair, manageable and time efficient
• be based on information from several contexts, take many forms and include a
range of competencies and uses.
• be bias-free and sensitive to gender, race, cultural background, and abilities
• be criterion-referenced as far as possible
• be transparent so that learners and teachers have a clear understanding of
what the expectations are for any assessment task
 What to use to conduct assessment

CAPS doc ATP SBA

•What •When •How

CAPS
 Annual teaching plan extract: Grade 3, term 1, Mathematics
Week 2-3
NUMBER OPERATIONS & RELATIONSHIPS
CAPS Topic
 Count objects
 Count forwards and backwards
 Number symbols and number names
 Describe, Order and Compare
 Place value
 Addition and Subtraction

Counting: (Number Counting: (Number

Core concepts, skills and values patterns integrated) patterns integrated)

 forwards and backwards in 1s, 2s, 5s up to 150 (from any multiples)  forwards and backwards in 1s, 2s, 5s up to 150 (from any multiples)

MENTAL MATHS MENTAL MATHS

 1 more/1 less  Order numbers

 2 more/2 less  Smallest / biggest
 more/ 5 less  Number bonds of 10
 Number bonds of 10  Addition facts to 20
NUMBER OPERATIONS & RELATIONSHIPS

 Recognise, identify, read and write number symbols up to 200.

ATP 

Write number names up to 100
Order and compare (<, >, =) whole numbers up to 99
 Arrange from greatest to smallest, less than and is equal to up to 99
 Decompose two-digit numbers into multiples of tens and units/ones up to 99
 Identify and state the value of each digit
 Solve addition and subtraction problems up to20 in context
 Use appropriate symbols (+, -, =, □)

DBE Workbook:

Activity 4, 17, 18, 19

 Expanded Notation,
Strategies  Breaking down and building up
 Number line
In Grade 2, the learners should have learnt how to:
Requisite pre-knowledge
 Copy, extend and describe simple number sequences to at least 200, which should include counting forwards and backwards in ones.
 Counting forwards in 10s, 5s, 4s, 3s and 2s up to 200.
 Use apparatus, pictures, number lines, breaking down and building up of numbers when solving and explaining problems and performing calculations.
 Solve word problems in context and explain own solution to problems involving addition and subtraction with answers to 99.
 Number bonds to 10 as well as using the appropriate symbols: +, –, = , □
 100 board
Resources (other than textbook) to  Worksheets / classwork book
 Counters, abacus,
enhance learning  DBE Workbook

Informal assessment Assess as core concepts, skills and values above

Number operations & relations

Formal assessment
 Oral
SBA
Informal assessment takes place Type of Description and uses
when teachers observe the oral, assessment
practical and Baseline Baseline assessment is mainly used at the beginning of a phase, grade or learning
written activities that the learner assessment experience to establish what learners' pre-existing mathematics knowledge is (physical,
does independently, in a pair or in social and conceptual knowledge) as well as what they value in mathematics (cultural
a group. The knowledge)
teacher observes how the learners Formative Formative assessment is developmental in nature. It is used by teachers to provide
perform their tasks, what they are assessment feedback to the learner and track whether the learner has progressed or not It assists in
day-to-day teaching and learning and may suggest ways in which Mathematics activities
struggling with, and how learners can be changed to suit diverse learners' needs. Formative assessment is also known as
work independently or together in "assessment for learning". Importantly, this type of assessment involves both teacher and
a group. No marks are recorded learner in a process of sustained reflection and self-assessment.
Diagnostic Diagnostic assessment is a specific type of formative assessment It may lead to some
Formal assessment provides assessment form of intervention, remedial action or revision programme. It can assist in identifying
teachers with a systematic way of strengths and weaknesses of a learner in Mathematics, a specific teaching method that
assessing and the teacher
can follow to help learners discover a mathematical principle, or it can help teachers to
evaluating the learner's progress. understand a learner's barriers to learning.
Formal assessment tasks need to
be carefully planned, recorded Summative Summative assessment gives an overall picture of the Mathematics achievements of a
and reported. Can be oral, assessment learner at a given time, for example, at the end of a term or year. Summative assessment
is like a "snapshot" of a learner's progress at a particular point in time (while formative
practical, written, individual or assessment is like a "video“ of a learner's progress during the process).
group
Observations Performance-based
Teachers constantly
Written/ activities
observe learners Tests (from
recorded This type of activity requires learners to
informally to assess
demonstrate their knowledge, skills and Grade 3
their understanding activities
and progress.
values by creating, producing or onwards)
Activities that
demonstrating something. The criteria for the Tests should be
Teachers observe require learners
task should be clearly spelled out to the carefully planned
learners closely as to present
learners beforehand. and used initially
they engage in anything in a
Such tasks could include: as informal
individual, pair and written format
• Oral activities, e.g. mathematical rhymes assessment tasks.
group activities and should be
• Practical activities, e.g. demonstrations in Learners should
listen to their planned in such
which learners be given adequate
conversations and a way that the
demonstrate physical knowledge such as guidance and
discussions. learner's
games and mathematical movement activities support to engage
Observations are performance
• Presentations, e.g. drawings, paintings, with the test
recorded in an (written work) is
constructions etc. format
observation book or reflected clearly
• Individual or group projects
sheets
• Investigations
 Feedback to learners

The following tips should come in handy when giving enhanced feedback to learners about their mathematical
endeavours:
1. Only focus feedback on a portion of the exercise - it is most disheartening to young learners to see an explosion
of red pen critique on their written activities, or even worse, all the red crosses indicating their incapability to arrive at
the correct answer. It is therefore suggested that teachers should only mark the first few sums and then give written
feedback such as "This is what you should try next time ...".
2. Keep only the essential in mind - young learners cannot comprehend a lot of feedback on different aspects of the
work. If the instruction required learners to extend a certain pattern, refrain from giving feedback on other aspects
such as neatness or handwriting.
3. Teach learners to give feedback to each other - although this might seem an arduous task with young learners, it
should be
kept in mind that learners learn to understand their own strengths and weaknesses by assessing their peers.
4. Comment rather than correct. Wolpert-Gawron (2011) reminds teachers that it is the learners' own task to correct
their errors. In fact, learners will learn more from their errors if they were led to the correct answers by a teacher that
gives them hints such as "there are three patterns in this exercise that do not consist of three elements each time".
5. Create a key of feedback symbols if learners cannot yet read your feedback - identify the most common errors
that you predict your learners will make and develop a key of symbols that you can use instead of writing sentences.
6. Let learners give feedback to the teacher as well - give learners a way to give feedback to you. If they see the
teacher's positive reaction to the feedback they give to her on her lesson, they will also learn to react positively to
feedback (Wolpert-Gawron 2011).
7. Provide feedback fast - Foundation Phase learners cannot wait a long time for feedback to get to them. For
example, if they did an exercise shortly before the holiday commences, try to give the feedback before the holiday
starts. Very few learners will remember the exercise or make sense of the feedback if a week or more has elapsed.
Recording and reporting (report card)
THANK YOU
 MFPC411
LU1.5 Writing skills in the informal and formal register
of Mathematics

Mmaphadi.Motholo@nwu.ac.za
B10G04
 OUTCOMES

• Importance of writing in Mathematics

• Strategies to assist learners with mathematical writing
• The use of origin/meaning of words to help learners remember formal
mathematical terminologies
• Difference between the traditional and modern mathematics classroom
• Teaching and learning of mathematics as a writing language
• Using word problems to encourage writing in mathematics
• Mathematics words and symbols used in foundation phase
 STUDY MATERIAL

Charlesworth, R., Lind, K. & Fleege, P. 2015. Language and concept formation. (In Math and
science for young children. 4th ed. Thompson/Delmar learning. Unit 15, p. 188-195).
Lee, K. P. (2010). A guide to writing mathematics. .
Petersen, B., McAuliffe, S., & Vermeulen, C. (2017). Writing and mathematical problem solving
in Grade 3. South African Journal of Childhood Education, 7(1), 1-9.
Thompson, R. & Rubenstein, R.N. 2000. Learning mathematics vocabulary: potential pitfalls
and instructional strategies. Mathematics teacher, 93:7. October.
Vorster, J.A. The influence of terminology and support materials in the main language on the
conceptualisation of geometry learners with limited English proficiency: Chapter 3. The role of
language in the mathematics classroom. (Dissertation – MEd)
Atkins Chapter 12 – Making sense of Word problems.
 Written Language in Traditional
Mathematics Classrooms (Voster, 2005)
• Learner has little occasion to practice to write the mathematics register of
the language of instruction
• Learner experiences formal written language only in the textbooks
• Learners are only required to read, interpret and memorize it
• The informal use of mathematics as language to write, express, and
explain thoughts and processes is seldom required of the learner.
• Mathematics is confined to writing down calculations, mathematics
manipulations, geometrical proofs, memorised definitions and graphical
representations
• The use of language communication (English) is mostly confined to word
sums, few expressions and short sentences.
• Symbols play a major role in written mathematics.
 The Importance of writing in Mathematics (Petersen, McAuliffe)

• It helps learners to make sense of mathematical problems:

• learners learn how to represent and communicate their thinking
through numbers, words and pictures (Amaral, 2010).
• A learner must be able communicate ideas in a way which is
comprehensible to others.
• Writing in mathematics supports the thinking process.
• Writing in mathematics can also help students consolidate their
thinking because it requires them to reflect on their work and clarify
their thoughts about the ideas” (National Council of Teachers of
Mathematics [NCTM], 2000, p. 61).
• help to learn and retain concepts explored in the Mathematics class.
 THE IMPORTANCE OF WRITING IN MATHEMATICS

• Writing task encourages learners to put their knowledge and

understanding of mathematics across in a creative, collaborative way.
• Writing good mathematical explanations will improve your knowledge and
understanding of the mathematical ideas you encounter.
• Writing activities create opportunities for a ZPD to be established.
• Writing in mathematics was introduced and implemented as a tool to
scaffold learners’ use of problem-solving strategies and support them
when solving mathematical problems.
• Allen (1991) stated that writing can be an instrument in promoting the self-
regulation aspect of metacognition
 METACOGNITION

• Examples of metacognitive activities include planning how to approach

a learning task, using appropriate skills and strategies to solve a
problem, monitoring one’s own comprehension of text, self-assessing
and self-correcting in response to the self-assessment, evaluating
progress toward the completion of a task
 Development teaching and learning
of written language and/or communication
• The fact that teaching and learning is underpinned by Vygotsky’s view,
method such as investigative approach, conceptual development and the
importance placed on group work with peers have actually changed the
world view and the teaching and learning scene.
• Written mathematics should also include the description of the process of
thinking, exploring and discussing which leads to the discovery process.
Writing included mathematics structures and relationships.
• In order to communicate the processes and thoughts, learners have to
use the informal written mathematical register of the language of
instruction.
• When the learner writes down the processes and reasoning, he has to
reflect on the mathematics involved in order to formulate his thoughts and
communicate clearly.
 Strategies to facilitate mathematical writing:
1. Writing to solve problems
Learners explain how they solved
a problem using numbers, words,
and pictures.
 2. Keeping a Journal

• Learners write about what they learned in math class.

 3. Writing to explain

• Learners define math terms or summarize what they have learned.

 4. Writing about thinking

• Learners reflect on their favourite math activities or how they solve

problems.
 5. Shared Writing

• The teachers and learners write a math story together.

 CONSTRUCTING WORD PROBLEMS (ATKINS CH. 12)

• Provide a picture with mathematical content.

• Let learners discuss the picture.
• Who/what is in the picture?
• Identify the amounts.
• Conclude the calculation.
• Use the worksheet on the next slide as guideline.
CONSTRUCTING WORD PROBLEMS
Guidance for constructing word problems
 WORD ORIGINS TO REMEMBER FORMAL MATHEMATICAL
REGISTERS

• Word origins are the etymologies or origins of words that help build
bridges between everyday language and mathematical language
• Words have histories and roots that help students make connections
between English words and mathematics terms
• E.g ‘product’ and ‘factor’ – can be clarified through their etymologies.
A product is something that is produced, or is a result; and a factor is
an ingredient, just as ‘6 x 9’ is the factors, 6 and 9 produce the result,
or product 54.
 Words and symbols used to describe specific mathematical
terms (Lee)
• Use words and symbols appropriately
• Do not use the equal sign when you really mean “the next step is” or
“implies”. The above example is really saying that −1 = 0 = 1! Using
arrows instead of equal signs is a slight improvement, but still not
applicable.
• Symbols can correspond to different parts of speech. For instance,
below is a perfectly good complete number sentence. 1+1=2 .
• The symbol “=” acts like a verb.
• Good writing observes the rules of grammar
• However one element in mathematical writing which is not found in
other types of writing: formulas.
• Equations follow the standard grammatical rules that apply to words.
• EXAMPLE:
• So logically, the “>” symbol is called a “greater-than sign” and the
“<” symbol is called a “less-than sign.” You can also use the “≥” or
“≤” symbols if a number, usually a variable, may be greater than or
equal to another number, or less than or equal to it.
SYMBOLS AND WORDS:
Gr 1- Vocabulary
Gr 3- Vocabulary
MFPC411 Speaking skills in
the formal and informal
registers of mathematics
LU 1.3

M MOTHOLO
B10 G01
MMAPHADI.MOTHOLO@NWU.AC.ZA
MODULE OUTCOMES

• Oral competence
• Phases of language
• What is stated in the CAPS about oral skills in Mathematics.
• Use of Questions to develop oral skills;
• Oral strategies
• How to assist learners' oral proficiency;
• Visual, mnemonic and kinaesthetic strategies to enrich the understanding
of concepts and mathematical language;
• Development of Mathematics vocabulary in the Foundation Phase.
• Think, Pair, Share
 STUDY MATERIAL

• Charlesworth, Lind, Kruger, Dreye & Laubsher Chapter 12

• Atkinson SL Chapter 4
• Thompson & Rubenstein, 2000.
• Thompson et al., 2016.
• Hughes, Powel and Stevans, 2016
• Charlesworth , Lind & Fleege
• Vorster, 2005
• Woods, DM (extra reading)
 What do the following WORDS mean?
• Count
• Difference
• Division
• Pyramid

Answer the following question?

“What is the difference between 9 and 4?”

why doesn’t 6 divided into 12 mean the same

thing as 6 divided by 12?
 MATHEMATICS LANGUAGE/REGISTER

• Mathematical language is crucial to children’s conceptual

development. If children don’t have the vocabulary to talk about
division, or perimeters, or numerical difference, they cannot make
progress in understanding these areas of mathematical knowledge
(UK Department for Education and Employment, 2000).
 ORAL COMPETENCIES (VOSTER)

• Oral communication, Formal and informal are NB

• By articulating math ideas and discussing it, learners negotiate math
meaning for themselves.
• Learners ideas are modified and developed, new knowledge is
integrated into existing schemes
 CAPS

Par 1.3 (d)The National Curriculum Statement Grades R - 12 aims to

produce learners that are able to:
• communicate effectively using visual, symbolic and/or language skills in
various modes;
2.4. Specific Skills
To develop essential mathematical skills the learner should
• learn to listen, communicate, think, reason logically and apply the
mathematical knowledge gained;

Table 2.1
Solving problems in context enables learners to communicate their own
thinking orally and in writing through drawings and symbols.
 VYGOTSKY

Studied the
growth of Through
knowledge

Language Using the ideas

acquisition of

Dialogue Through
(external) and enculturation we
monologue learn how and
(internal) what to think.
 STAGES OF LANGUAGE DEVELOPMENT
NB: CONDUCT YOUR OWN RESEARCH ON THESE STAGES OF
DEVELOPMENT
 PROMOTING MATH TALK IN CLASS (ATKINS CH 4 &
CHARLESWORTH)
• Brainstorming, group work, reporting on investigations and even the
ordinary question-and-answer method could be developed to encourage
learners to speak about what and how they think, to formulate their
thoughts and to express themselves clearly
• Self-talk
• Symbols must follow after the learner has mastered concepts in words,
e.g area=length x breadth
• NB:learners should first start to communicate in their own words
and cautions that: “it is important to avoid a premature rush to
impose formal mathematical language”.
• The emphasis is on conceptual development, which is on par with new
developments in the teaching of Mathematics.
 USING QUESTIONS IN MATH

•2+3=?

How do you How did you

know your get your
answer is answer?
correct?

Defend your
answer
USING QUESTIONS TO ASSESS
UNDERSTANDING
1. Gestures --? Point, find, show
2. Answer in one or two words
3. Comments: I have two pieces
of cheese, the chair is small
4. Later – higher–level use of
words
TEACHER
• Must use concept words during the
whole day, not just during a lesson
• Caution must be taken in assessing a
learners' understanding of concept
word they use.
• What they hear and see, is what they
do
• A teacher is a communication role
model
• Build the concept first, then attach
vocabulary to that concept
 ORAL STRATEGIES (THOMPSON AND RUBENSTEIN)

• Use of Math language must go deeper than just saying and spelling.
1. Group work
a) Talk mathematics
b) Teacher listen and correct mistakes
c) Reading in group
2. Silent teacher
a) Let the learners explain/ read the Math
 ORAL STRATEGIES

3. Correlation response – answer in a group

4. Develop mathematical language
Oral strategies encourage student discourse and can help educators
modify instruction in important ways
 VISUAL STRATEGIES

Many students benefit Learners brainstorm in

when we support verbal groups all aspects of
Picture dictionaries Mathematical graffiti Mathematical cartoon
learning with visual concept and then organize
strategies: it into a tree diagram

Tree diagram – organizer

of related concepts
 DEVELOPING MATHEMATICAL VOCABULARY IN THE
FOUNDATION PHASE

Counting rhymes – hear, see, do

Incidental reading – meaning of +, -, x, ÷.
Flash cards
Picture sums
Picture word problems
Word problems
The six steps of effective vocabulary instruction
(Marzano, 2004)

1. Informal
explanations

6. Provide
2. Restate in
fun game-
own words
like activities

+ Examples of
activities
3. Construct
5.
picture,
Periodically
diagram
revisit terms
illustration

4.
Continuously
add to their
knowledge Riccomini
6 STEPS OF EFFECTIVE VOCABULARY INSTRUCTION

Step 1: Provide a description, explanation, or example of new term.

Step 2: Learners restate new term into own words

Step 3: Learners create non-linguistic representation for term (picture, symbol, graphs)

Step 4: Learners often do activities that help add to knowledge of vocabulary

Step 5: Learners often revise terms by discussing it with one another

Step 6: Learners often play games to revise terms

 ACTIVITY
• Use the 6 steps to follow when
teaching terminology.
• Compile a tree diagram based
on the six steps of learning
(Marzano, 2004): using equal
as a concept/new vocabulary
for learners
ACTIVITIES FOR TEACHING VOCABULARY DEVELOPMENT

a) Explicit/direct vocabulary instruction

b) Mnemonic strategies (cue, prompts)
c) Fluency building – multiple exposure
d) Game-like activities
e) Technology applications
 EXPLICIT/DIRECT VOCABULARY INSTRUCTION

Explicit articulation – term, definition and use

Explicit instruction – independent/ conjunction with other teaching strategies and
techniques
Logically sequenced
Review prior knowledge and skills
Provide step-by-step models of new skills – independent practice
Assist with connecting prior knowledge to new knowledge
Check for understanding – questions and guided activities
After explicit instruction:
Create concept maps
Individual maths dictionaries
Word walls - new terms
Word walls with new terms
 MNEMONIC STRATEGY

• Mnemonic instruction uses strategies to connect new information with

prior knowledge, improving recall through memorable and motivating
formats.
• Benefits students of all abilities, including those with disabilities.
• Ideal for teaching mathematical vocabulary.
• Involves three steps:
1. Anchor New Term: Use a familiar keyword (e.g., "parallel lines" → "pair
of elves").
2. Visual Representation: Create a picture or graphic emphasizing key
features.
3. Create a Sentence: Link the keyword and definition meaningfully (e.g.,
"The pair of elves are on parallel lines").
 MNEMONIC STRATEGY

• Integrate into regular classroom routines (e.g., warm-ups, games,

SmartBoard presentations).
• Use alongside other instructional activities for maximum impact.
 FLUENCY BUILDING

• Enables learners to identify problem requirements quickly,

conserving cognitive energy for complex tasks.
• Traditional Flashcards: Vocabulary on one side, definition and
visual on the other.
• Enhanced Flashcards: Quadrants: Vocabulary term, definition,
related image, and description of the relationship.
• quick Vocabulary Activities: 5–10-minute exercises during transitions
or downtime.
 GAME LIKE ACTIVITIES

• Improves sight recognition

• Improve and maintain understanding
• Continuous vocabulary development
• Makes learning vocabulary fun
• Games:
• Jeopardy (quiz-game) – theme related game
• Mystery word – explain without the term
• Word-O – Similar to Bingo
• Word-Sorts – Compare and contrast to form categories
 TECHNOLOGY APPLICATIONS

• Challenges for Students with Disabilities: Struggle with text-centered

mathematics content.
• Provides visual, auditory, and interactive stimuli.
• Demonstrates real-world applications (e.g., solving authentic problems
with data).Includes tools like apps, graphing calculators, computer
simulations, and online resources.
• Benefits of Technology in Mathematics: Enhances engagement and
motivation through interactive games and simulations.
• Supports problem-solving and concept visualization.
• Addresses topics like basic facts, ratios, fractions, and decimals.
• Potential for Vocabulary Development.
SAY THIS- INSTEAD OF THAT: GUIDELINES FOR THE TEACHER

• Study: Hughes and Powell and Stevens

COUNTING AND CARDINALITY
NUMBERS AND OPERATIONS IN BASE 10
RATIONAL NUMBERS AND OPERATIONS
GEOMTRY
MEASUREMENT AND DATA
 THINK, PAIR, SHARE

• Atkins p. 34
• Increase the dialogue between students
• Assessment tool
• Think – give individual time
• Pair – TALK to a partner
• Share – what did you and your partner talk about
THANK YOU
 MFPC411
LU 1.2 Mastering Mathematics as a language
(speaking, reading, writing)

Ms Motholo
B10 G01
Mmaphadi.Motholo@nwu.ac.za
 OUTCOMES

 Define the mastering of Mathematics as language. (Gafoor & Sarabi, 2015)

 Define the criteria for mastering Mathematics as a language (Haylock & Cockburn, 2008:7)

 Identify the connections the learners should make in mastering Mathematics as language.

 Distinguish with examples the linking new experiences with previous learning in mastering Mathematics as
language.

 Describe with examples the teaching model to utilise when teaching the Mathematics as language (Haylock &
Cockburn, 2008:10)

 Explain the importance of the Mathematical concepts as a network of connections.

 Justify the significance of mathematical activities in mastering Mathematics as language.

 Identify the cognitive load implicated in mastering Mathematics as language. (Gafoor & Sarabi, 2015)
• https://www.youtube.com/watch?v=YtERoY3nVl8&ab_channel=Austr
alianMathematicalSciencesInstitute
Define the mastering of Mathematics as language. (Gafoor &
Sarabi, 2015)
• Understand and to interpret oral expressions of mathematics, to
decode written and graphical representations of mathematical ideas,
to express quantitative ideas and statements orally and in writing in
varied contexts.
• Communicating in, with and about mathematics
• Understanding other’s written, visual or oral ‘text’
• Expressing oneself , at different levels of theoretical and technical
precision, in oral, visual or written form.
 1. UNDERSTANDING AND INTERPRETING ORAL EXPRESSIONS
OF MATHEMATICS

Example 1:
A teacher says, “Find the sum of 7 and 8.”

Example 2:
If a word problem says, “You have 12 apples, and you give 4 away.
How many are left?”
 2. DECODING WRITTEN AND GRAPHICAL REPRESENTATIONS
OF MATHEMATICAL IDEAS
Example 1:
• Seeing the equation 5 × 3 = 15 and understanding that it means "5 groups
of 3 equal 15.

Example 2:
Looking at a bar graph showing how many students like different fruits and
interpreting that the tallest bar represents the most popular fruit.

Example 3:
Understanding that ½ on a fraction wall means dividing a whole into two
equal parts.
 3. EXPRESSING QUANTITATIVE IDEAS AND STATEMENTS
ORALLY AND IN WRITING IN VARIED CONTEXTS

Example 1:
Instead of just saying "8 - 3 = 5," a student should be able to
explain, If I start with 8 and take away 3, I have 5 left.
Example 2:
Writing a word problem: “Sarah had 6 candies. She got 4 more. How
many does she have now?” (instead of just writing 6 + 4 = 10).
Example 3:
Describing a pattern: “The numbers 2, 4, 6, 8 form a pattern where
each number increases by 2.”
Define the criteria (components) for mastering Mathematics
as a language (Haylock & Cockburn, 2008:7)
• exploring the relationship between mathematical symbols and the
other components of children’s experience of mathematics, such as
formal and everyday language, concrete or real-life situations and
the various kinds of pictures.
 CONNECTIONS BETWEEN THE FOUR
COMPONENTS
• Connection between concrete
experiences, pictures, math • What happens if a learner counts out loud as
they climb the steps? (language of number
symbols and math language with physical experience)
• Or: Playing with dominos? (language of
number on the game piece with physical
experience)
 CASE STUDY: identify the four components in the
lesson below
• Ms. Dlamini, a Grade 1 teacher, is teaching her learners how to add numbers up
to 10. She begins the lesson by giving each child a small basket of counters
(bottle caps). She asks the learners to take 3 counters in one hand and 2
counters in the other. She then instructs them to push all the counters together
and count the total. The learners count and say, “1, 2, 3, 4, 5!”
• After practicing with the counters, Ms. Dlamini shows them number cards with
numerals. She asks one child to hold a card with 3, another to hold a card with
+, and another to hold 2. Finally, she asks a fourth child to find the card with the
answer (5) and complete the equation: 3 + 2 = 5.
• Next, Ms. Dlamini asks, “If you have 3 apples and I give you 2 more, how many
do you have in total?” The children respond, “Five!” She also asks them to say
the sentence: “Three plus two equals five.”
• To reinforce learning, Ms. Dlamini asks the learners to draw three circles and
two more circles in their notebooks. Then, they count all the circles and write the
number 5. She also draws a number line on the board and demonstrates how to
jump from 3 to 5 by making two jumps forward.
Language in this model includes formal By pictures, I have in mind all kinds of
mathematical language: subtract, multiply, divide, charts, graphs, pictograms and sorting
equals, and so on. It also includes more informal diagrams and, especially, the picture
language appropriate to various contexts: taking of number as provided in number
away, so many lots of so many, sharing, is the same strips and number lines.
as, makes, and so on. In particular,
it includes key patterns of language, such as in
these examples: 8 is 3 more than 5, and 5 is 3 less
than 8; 12 shared equally between 4 is 3 each

Practical/real-life experiences include any kind

of engagement with physical objects, such as
counters,
Symbols are those we use to
coins, blocks, fingers, containers, groups of
represent numbers and
children, board games or toys. This component also
number operations, equality
includes any real-life situations, such as shopping,
and inequality: 3, ¾, 0.78, +,
measuring, travelling, cooking or playing in the
–, ×, ÷, =, <, >, and so on.
playground,
whether actual or imagined.
Haylock, D & Manning, R. Mathematics explained for Primary teachers.
 Explain with examples the linking of new experiences
with previous learning in mastering Mathematics as
language. (p. 9)
• The more strongly connected the experience - Think of understanding of concepts of number
is, the greater and more secure is our and number operations
understanding
- Concrete experiences, symbols, language
• Teacher must help to build up connections
and pictures : playing board game
between the four key components
 Describe with examples the teaching model to utilise
when teaching Mathematics as language (Haylock &
Cockburn, 2008:10)
Activity: the shape for 5 -
connected with language ‘5’
• Play with materials that is
connected to the language of “5”
• Task needs to have a part of the
activity that shows the position
of 5 between other numbers.
• Child connect number as he fills
each hole in the plate with a
peg.
• Connection – language –
picture- patterns – physical
action and symbols
 Explain the importance of the Mathematical
symbols as a network of connections.
• Symbol is a way of representing a •4+2=6
concept, network of concepts
• Give a few different experiences
• Symbol become a means whereby we
can manipulate that concepts
according to various rules.
• Without symbols – cannot manipulate
concepts - Hence, can be thought of a network of connections
between symbols, language, concrete experiences
• It enables us to talk about and pictures
understanding in mathematics to
view the growth of understanding
as the building up of cognitive
connections
 Identify the cognitive load implicated in
mastering Mathematics as language. (Gafoor
& Sarabi, 2015
• Mastering math concepts,
processes and related skills
WITH
• Specific language for
communication
• Teachers and learners focus on
processes and skills , but they do
not have the language to
communicate
• THUS: negativity, anxiety and
fear!
 Class activity
https://www.youtube.com/watch?v=0lj3Yg1TbA8&ab_channel=jontynumicon

• While watching this video, give

the following:
1. What symbols were used?
2. Pictures?
3. Concrete experiences?
4. Formal or Informal Language?

• What connections were made?

THANK YOU
 MFPC411
LU 1.2 Mastering Mathematics as a language
(speaking, reading, writing)

Ms Motholo
B10 G01
Mmaphadi.Motholo@nwu.ac.za
 OUTCOMES

 Define the mastering of Mathematics as language. (Gafoor & Sarabi, 2015)

 Define the criteria for mastering Mathematics as a language (Haylock & Cockburn, 2008:7)

 Identify the connections the learners should make in mastering Mathematics as language.

 Distinguish with examples the linking new experiences with previous learning in mastering Mathematics as
language.

 Describe with examples the teaching model to utilise when teaching the Mathematics as language (Haylock &
Cockburn, 2008:10)

 Explain the importance of the Mathematical concepts as a network of connections.

 Justify the significance of mathematical activities in mastering Mathematics as language.

 Identify the cognitive load implicated in mastering Mathematics as language. (Gafoor & Sarabi, 2015)
• https://www.youtube.com/watch?v=YtERoY3nVl8&ab_channel=Austr
alianMathematicalSciencesInstitute
Define the mastering of Mathematics as language. (Gafoor &
Sarabi, 2015)
• Understand and to interpret oral expressions of mathematics, to
decode written and graphical representations of mathematical ideas,
to express quantitative ideas and statements orally and in writing in
varied contexts.
• Communicating in, with and about mathematics
• Understanding other’s written, visual or oral ‘text’
• Expressing oneself , at different levels of theoretical and technical
precision, in oral, visual or written form.
 1. UNDERSTANDING AND INTERPRETING ORAL EXPRESSIONS
OF MATHEMATICS

Example 1:
A teacher says, “Find the sum of 7 and 8.”

Example 2:
If a word problem says, “You have 12 apples, and you give 4 away.
How many are left?”
 2. DECODING WRITTEN AND GRAPHICAL REPRESENTATIONS
OF MATHEMATICAL IDEAS
Example 1:
• Seeing the equation 5 × 3 = 15 and understanding that it means "5 groups
of 3 equal 15.

Example 2:
Looking at a bar graph showing how many students like different fruits and
interpreting that the tallest bar represents the most popular fruit.

Example 3:
Understanding that ½ on a fraction wall means dividing a whole into two
equal parts.
 3. EXPRESSING QUANTITATIVE IDEAS AND STATEMENTS
ORALLY AND IN WRITING IN VARIED CONTEXTS

Example 1:
Instead of just saying "8 - 3 = 5," a student should be able to
explain, If I start with 8 and take away 3, I have 5 left.
Example 2:
Writing a word problem: “Sarah had 6 candies. She got 4 more. How
many does she have now?” (instead of just writing 6 + 4 = 10).
Example 3:
Describing a pattern: “The numbers 2, 4, 6, 8 form a pattern where
each number increases by 2.”
Define the criteria (components) for mastering Mathematics
as a language (Haylock & Cockburn, 2008:7)
• exploring the relationship between mathematical symbols and the
other components of children’s experience of mathematics, such as
formal and everyday language, concrete or real-life situations and
the various kinds of pictures.
 CONNECTIONS BETWEEN THE FOUR
COMPONENTS
• Connection between concrete
experiences, pictures, math • What happens if a learner counts out loud as
they climb the steps? (language of number
symbols and math language with physical experience)
• Or: Playing with dominos? (language of
number on the game piece with physical
experience)
 CASE STUDY: identify the four components in the
lesson below
• Ms. Dlamini, a Grade 1 teacher, is teaching her learners how to add numbers up
to 10. She begins the lesson by giving each child a small basket of counters
(bottle caps). She asks the learners to take 3 counters in one hand and 2
counters in the other. She then instructs them to push all the counters together
and count the total. The learners count and say, “1, 2, 3, 4, 5!”
• After practicing with the counters, Ms. Dlamini shows them number cards with
numerals. She asks one child to hold a card with 3, another to hold a card with
+, and another to hold 2. Finally, she asks a fourth child to find the card with the
answer (5) and complete the equation: 3 + 2 = 5.
• Next, Ms. Dlamini asks, “If you have 3 apples and I give you 2 more, how many
do you have in total?” The children respond, “Five!” She also asks them to say
the sentence: “Three plus two equals five.”
• To reinforce learning, Ms. Dlamini asks the learners to draw three circles and
two more circles in their notebooks. Then, they count all the circles and write the
number 5. She also draws a number line on the board and demonstrates how to
jump from 3 to 5 by making two jumps forward.
Language in this model includes formal By pictures, I have in mind all kinds of
mathematical language: subtract, multiply, divide, charts, graphs, pictograms and sorting
equals, and so on. It also includes more informal diagrams and, especially, the picture
language appropriate to various contexts: taking of number as provided in number
away, so many lots of so many, sharing, is the same strips and number lines.
as, makes, and so on. In particular,
it includes key patterns of language, such as in
these examples: 8 is 3 more than 5, and 5 is 3 less
than 8; 12 shared equally between 4 is 3 each

Practical/real-life experiences include any kind

of engagement with physical objects, such as
counters,
Symbols are those we use to
coins, blocks, fingers, containers, groups of
represent numbers and
children, board games or toys. This component also
number operations, equality
includes any real-life situations, such as shopping,
and inequality: 3, ¾, 0.78, +,
measuring, travelling, cooking or playing in the
–, ×, ÷, =, <, >, and so on.
playground,
whether actual or imagined.
Haylock, D & Manning, R. Mathematics explained for Primary teachers.
 Explain with examples the linking of new experiences
with previous learning in mastering Mathematics as
language. (p. 9)
• The more strongly connected the experience - Think of understanding of concepts of number
is, the greater and more secure is our and number operations
understanding
- Concrete experiences, symbols, language
• Teacher must help to build up connections
and pictures : playing board game
between the four key components
 Describe with examples the teaching model to utilise
when teaching Mathematics as language (Haylock &
Cockburn, 2008:10)
Activity: the shape for 5 -
connected with language ‘5’
• Play with materials that is
connected to the language of “5”
• Task needs to have a part of the
activity that shows the position
of 5 between other numbers.
• Child connect number as he fills
each hole in the plate with a
peg.
• Connection – language –
picture- patterns – physical
action and symbols
 Explain the importance of the Mathematical
symbols as a network of connections.
• Symbol is a way of representing a •4+2=6
concept, network of concepts
• Give a few different experiences
• Symbol become a means whereby we
can manipulate that concepts
according to various rules.
• Without symbols – cannot manipulate
concepts - Hence, can be thought of a network of connections
between symbols, language, concrete experiences
• It enables us to talk about and pictures
understanding in mathematics to
view the growth of understanding
as the building up of cognitive
connections
 Identify the cognitive load implicated in
mastering Mathematics as language. (Gafoor
& Sarabi, 2015
• Mastering math concepts,
processes and related skills
WITH
• Specific language for
communication
• Teachers and learners focus on
processes and skills , but they do
not have the language to
communicate
• THUS: negativity, anxiety and
fear!
 Class activity
https://www.youtube.com/watch?v=0lj3Yg1TbA8&ab_channel=jontynumicon

• While watching this video, give

the following:
1. What symbols were used?
2. Pictures?
3. Concrete experiences?
4. Formal or Informal Language?

• What connections were made?

THANK YOU
MFPC411 LU1.1
The composition of the informal and formal
Mathematics register

M MOTHOLO
B10 G04
MMAPHADI.MOTHOLO@NWU.AC.ZA
 ATTENTION

COPYRIGHT CLEARANCE COVER PAGE FOR COPIES MADE BY

THE NORTH-WEST UNIVERSITY (NWU)

Some of the material has copyright and have been copied for
educational use. It is not for (re)sale and must not be
redistributed.
BLENDED LEARNING
 LECTURE RULES

• ATTENDANCE IS COMPULOSORY. DO NOT LET ABSENTEEISM CATCH UP WITH YOU AT A LATER STAGE!!
• If you are constantly on your phone during the lesson, I will respectfully take note of your name, surname and student number for
record keeping purposes.
• If I talk you will keep quiet and if you talk I will keep quiet.
• DO NOT BE LATE

Contact students:
• Meeting with lecturer in office B10 G01. ONLY UPON EMAIL APPOINTMENT!!!!!!
• Check the timetable on Efundi for my consultation hours.

Distance Students:
• You can contact me between 07:30-17:00. Any emails thereafter will be responded to the following day or within 72 hours.

• All students must familiarise themselves with the faculty guidelines on efundi. Furthermore, if you have a problem, you need to
send a respectful email. Should you still be dissatisfied, follow the grievance procedure on efundi.
 DISTANCE STUDENTS

All the materials are on efundi except the 2 textbooks. You have to
buy them or get it as part of your study materials
• The times and the dates for the recorded/zoom/Teams classes will
be posted on Efundi.
In the meantime you need to prepare for every week on efundi.
• Please follow the module plan to make sure that you are familiar for
the deadline dates for work that needs to be uploaded onto efundi.
 CONTACT STUDENTS

• SEE THE TIMETABLE AND VENUE ROSTER ON EFUNDI.

• You need to be attending classes face to face.
• You must send me an email confirming reasons for non attendance of class.
• If you send me an email requesting assistance yet my records show absenteeism with no communication
thereof, I will not respond. You are an adult.
 EMAIL PROCEDURE

• When you contact me via email I need the following at the beginning of the
email before you state your problem:

• 1. Your name
• 2. Distance or contact
• 3. Your student number
• 4. Your module code

I CANNOT HELP YOU WITHOUT THIS INFORMATION!!!!!

NB: IF YOU SEND A RUDE EMAIL, I WILL NOT RESPOND UNDER ANY CIRCUMSTANCES. BE
RESPECTFUL STUDENTS WHO EMOBODY THE QUALITIES OF A FOUNDATION PHASE TEACHER,
 EMAIL EXAMPLE

Subject: Confirmation of due date

Dear Ms Motholo
Hope you are well. I kindly request your assistance with navigating
LU2 and which articles I should refer to?

Kind Regards
Thabo Smit (Distance/Contact)
66531585
MFPC111
 TAKE NOTE

• I do not work at Efundi.

• I do not work at IT.
• I do not work with registrations.
• I am not a lecturer for any other module.
• I do not work at the Distance Offices.
• CONTACT THE RELEVANT DEPARTMENT IF YOU HAVE
QUERIES RELATING TO THESE. ONLY EMAIL ME ON MATTERS
PERTAINING TO MFPC411.
• CONTACT INFORMATION CAN BE FOUND ON GOOGLE FOR
RELEVANT DEPARTMENTS.
 SELF DIRECTED LEARNING

• A process where students take the initiative to identify their learning

needs, set goals, and select strategies to achieve those goals.
• Developing independent learning skills, critical thinking, and
responsibility for one’s academic progress.
• Autonomy: Students take control of their learning.
• Self-Motivation: Learning is driven by personal goals and curiosity.
• Goal-Oriented: Clear, achievable learning objectives are set.
• Resourcefulness: Students identify and utilize appropriate resources.
• Reflection: Learners evaluate their progress and outcomes.
 LESSON UNIT 1

• Lesson Unit 1
Language development
Lesson Unit 1.1 The composition of the informal and formal
Mathematics register
Lesson Unit 1.2 Reading in Mathematics and the development of
mathematical vocabulary
Lesson Unit 1.3 Developing mathematical writing skills
Lesson Unit 1.4 Mastering the Mathematics register: Speaking in
Mathematics
Lesson Unit 1.5 Assessment in Mathematics
 OUTCOMES

• Understand and define Mathematics as a language

• defining the Mathematics register
• the informal Mathematics register (educational language)
• the use of the informal Mathematics register to facilitate new
concepts;
• the three different language contexts of multilingual classrooms.
 COMPOSITION OF INFORMAL AND FORMAL REGISTER

Articles
• Charlesworth , Lind & Fleege
• AtkinsonSl Chapter 9
• Thompson & Rubenstein, 2000
• Thompson et al., 2016.
• Vorster, 2005
• Gafoor & Sarabi, 2015
• Riccomini et al., 2015
 MATHEMATICS REGISTER

• Try to answer the following questions from a numeracy test:

1. Bhala esi sivakalisi sibe linani. Amawaka angamashumi amabini
anamakhulu amabini anesithandathu.
2. 102 − 36 =
3. 48 + 21 376 =
4. 23 × 145 =
5. 168 ÷ 12 =
6. Dibanisa olu luhlu lwamanani lulandelayo.
 Mathematics as a language

Spoken Written
language language Reading Sybolism
Gesproke Geskrewe Lees Simbolies
taal taal

Voster Chapter 3
 MATHEMATICS IS…

• … a language that makes use of symbols and notations for

describing numerical, geometric and graphical
relationships. It is a human activity that involves observing,
representing and investigating patterns and qualitative
relationships in physical and social phenomena and between
mathematical objects themselves. It helps to develop mental
processes that enhance logical and critical thinking,
accuracy and problem solving that will contribute to
decision-making
 MATHEMATICS IS…

• Mathematics is both oral and written

• Formal or informal
• Not only describes but helps to format concepts
• Has communication as a major purpose
• Has a well constructed syntax
 MATHEMATICS IS…
• Mathematics can be used to
describe patterns, relationships,
structures and properties that
cannot be communicated in any
other way.
• Therefore, it is a vehicle for
logical thinking
 MATHEMATICS AS A SPOKEN
LANGUAGE
1. What is the difference between
a "square" and a "rectangle"?
Can you explain it to your friend
without drawing? How does
using words help us understand
shapes better?
2. Name the shapes below?
3. When we say "first, second,
third," what are we talking
about? How do these words help
us organize things like steps in a
game or positions in a race?
4. Can you describe the pattern
below?
ACTIVITY
 MATHEMATICS AS WRITTEN LANGUAGE

• 243 = 200 + 40 + 3
• 243 = 2 hundreds + 4 tens + 3 ones
• A learners is tasked with writing their own breakdown of the number
using these formats. They are encouraged to explain their written
work to a peer.
• One learner writes, "243 = 200 + 40 + 3" but struggles to articulate
this in English. The teacher models the sentence: "Two hundred plus
forty plus three equals two hundred and forty-three." The learner
repeats it and then writes a full sentence: "243 is two hundreds, four
tens, and three ones."
 MATHEMATICS AS A WRITTEN LANGUAGE

• Symbols like <,>,=<,>,= express relationships

• Labeling a triangle with A,B,C at its vertices. Triangle ABC is a
mathematical description.
• Writing a problem such as, "Sipho has 3 apples, and Thandi gives
him 2 more. How many apples does Sipho have now?" translates
spoken language into written mathematical form.
 MATHEMATICS AS A WRITTEN LANGUAGE: CLASS DISCUSSION

• Look at the two problems below and reflect on how minor

changes in wording can impact problem-solving in
mathematics, especially for second or third language speakers.

• (a) A school library had 120 books. The librarian gave 40 books to
the Grade 3 class and 30 books to the Grade 4 class. How many
books are left in the library?
• (b) A school library had 120 books. The librarian gave 40 books to
the Grade 3 class. Later, she gave 30 books from what was left to
the Grade 4 class. How many books are left in the library?
 MATHEMATICS REGISTER

Mathematics register includes ordinary words that would have a different meaning in
mathematics than in the everyday language.

Eg: In everyday language, "product" typically refers to something that is made or

produced, like a manufactured item. In mathematics, "product" specifically refers to
the result of multiplying two or more numbers. For example, the product of 3×4 = 12.

CAN YOU THINK OF OTHER MATHEMATICAL REGISTERS?

 MATHEMATICS REGISTER

• The mathematics register refers to the specialized language used to

communicate mathematical ideas. It includes vocabulary, symbols,
syntax, and ways of reasoning.
• This register can be divided into informal and formal categories,
each serving different purposes in mathematics teaching and
learning.
Three different language contexts
• Urban/ suburban
• Township
• Rural
 Three different language contexts
• Urban-suburban environment – English/ Afrikaans - context
• Urban/ Township context – strong regional language, co-exist
with different other languages (not high English proficiency).
• Rural context – English is mainly at school. Most have the same
home language.
• Teachers codeswitch ( move back and forth) in the last two
contexts.
• Teachers have to choose language strategies and mathematical
language teaching practices.
 INFORMAL REGISTER

• Everyday language and expressions used to describe mathematical

concepts in a way that is familiar and relatable to learners.
• Uses common, non-technical vocabulary.
• Encourages intuitive understanding and personal connections to
concepts.
• Often involves practical examples, stories, or real-life applications. More
conversational and less structured.
• Bridges learners' existing knowledge and the more formal mathematical
register.
• Examples: "If you have 3 apples and get 2 more, how many do you have?
• "Think of 4 groups of 5. How many in total?"
 FORMAL REGISTER

• Precise, technical language and symbols used for clear and

unambiguous communication of mathematical ideas.
• Uses standardized vocabulary, syntax, and symbols.
• Requires accuracy and adherence to rules. Lacks ambiguity and
focuses on logical reasoning.
• Commonly used in textbooks, assessments, and professional
discourse.
• Examples: "The sum of 3 and 2 is 5.
• The product of 4 and 5 is 20.
 MATHEMATICS REGISTER
• Understanding Potential Difficulties with Mathematics Language:
• Words are used differently (e.g., "product" in social English vs.
mathematics).
• Words may have multiple meanings across disciplines (e.g., "radical" in
mathematics, science, or social studies) and within mathematics itself
(e.g., "base" of a triangle vs. a power).
• Phrases have meanings distinct from individual words (e.g., "if-then,"
"polygon" vs. "regular polygon").
• Complex syntax, such as passive voice or "if-then" structures, can create
confusion.
• Semantics is key for understanding meaning (e.g., "3 times a number is 5
more than the number" translates to 3x=x+5).
• Cultural references in word problems (e.g., "in the red" meaning deficit)
may hinder comprehension.
• Language-specific challenges (e.g., South African indigenous language
speakers may struggle with connectives like "or") impact understanding.
 MOVING FROM INFORMAL REGISTER TO FORMAL REGISTER

• How to transition Between Informal and Formal Registers In

teaching, moving from informal to formal registers is critical for deep
understanding:

1. Introduce concepts informally: Use real-life contexts and simple

language.
2. Connect to formal terms: Gradually introduce mathematical
vocabulary and symbols alongside informal explanations.
3. Practice the formal register: Engage learners in exercises requiring
precise language, such as solving equations or explaining
reasoning using technical terms.
Communication for linking the informal and the formal
Mathematics register (Thompson et al.,2016)
 EXPLORATORY TALK

• Students share and help each other to understand the problems.

They listen to each other’s contributions and respect their idea even
if they disagree. They can challenge and counter challenge
arguments. But they should give reasons and substantiate their
challenges with sentences such as , “ I think….because….” the
group work together as equitable consensus.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE (Gafoor &
Sarabi)

1. Content: Lexicon and Grapheme

Vocabulary or lexicon is the basic component of any natural
language.
Natural language has its own grapheme which is the smallest unit
used in describing the writing system of a language.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE

• 2. Structure: structure of language is governend by rules related to

phonology, morphology and syntax.
Phonology deals with the sound system of language.
Morphology deals with the rules related to formation of words.
Syntax is the formation of sentences that we commonly refer as
grammar in language.
 CHARACTERISTICS OF MATHEMATICS LANGUAGE

3. Function: Semantics and pragmatics.

Semantics patterns the meaning of words and sentences whereas
pragmatics is system that outlines the use of language in context.
CHARACTERISTICS OF MATHEMATICS LANGUAGE
 SYMBOLIC EXPRESSIONS IN MATHEMATICS

• Mathematics is a special-purpose language - own symbols and rules

of grammar that are quite different from those of English and other
languages.
• The symbolic language consists of symbolic expressions written in
the way mathematicians traditionally write them.
• A symbol is a typographical character such as: x,Φ,∪ .
• Some symbols commonly associated with mathematical operations:
• The symbol + is associated with the concepts of ‘plus’, ‘add’,
‘increase’ and ‘positive’
• −5°C, meaning a temperature of minus five degrees Celsius, etc.
 SYMBOLIC EXPRESSIONS IN MATHEMATICS

• In symbolic expressions, the symbols and the arrangement of the

symbols both communicate meaning
• A symbolic expression consists of symbols arranged according to
specific rules.
• Every symbolic expression identifies with one of the two types:
• symbolic assertion
• symbolic statement
 SYMBOLIC STATEMENT

• A symbolic statement is a declarative sentence written in

mathematical symbols that is either true or false. It expresses a
complete thought or proposition.
• Characteristics: It can be evaluated for truth value (true or false).It
is used to represent facts or relationships.
• 2+2=4: This is true.
• 2+2=5: This is false.
 SYMBOLIC ASSERTION

• A symbolic assertion is a mathematical statement made with the

intent of claiming or declaring that it is true, either universally or
within a specific context. Assertions often involve an implicit or
explicit assumption that the statement is correct.
• Characteristics:
• It declares something as true.
• Assertions are often used in proofs, axioms, or theorems.
• Assertions may require justification or proof.

• Prove that triangle GEF = triangle HIJ

 EFFECTIVE COMMUNICATION (RICCOMINI)

• Mathematical proficiency includes the ability to communicate and reason through written and
spoken language.
• Communicating mathematically is a complex task for even the most mathematically advanced
student.
• The ability to effectively communicate (expressively and receptively) through the language of
mathematics requires mathematical understanding; a robust vocabulary knowledge base;
flexibility; fluency and proficiency with numbers, symbols, words, and diagrams; and
comprehension skills.
• Many students struggle with some or all of the important mathematical concepts, especially
students with learning disabilities (Morin & Franks, 2010).
• Every day in their mathematics classrooms, students encounter a text-centered instructional
setting that creates unintended barriers to their learning (Anderson-Inman & Horney, 1998).
• It is important to recognize the many and varied difficulties that present challenges for students;
finding instructional strategies and activities to help students overcome these difficulties is
imperative.
 CATEGORIES OF DIFFICULTY (Riccomini)
Category Explanation/Examples
Words have different meanings depending on context (e.g., "foot" as 12 inches vs.
(a) Meanings are context-dependent
"foot" of the bed).
Mathematical terms are more specific (e.g., "product" as the result of multiplication
(b) Mathematical meanings are precise
vs. the product of a company).
(c) Terms specific to mathematics Words unique to mathematics (e.g., polygon, parallelogram, imaginary number).
Terms with varied meanings even within mathematics (e.g., "side" of a triangle vs.
(d) Multiple meanings
"side" of a cube).
Words with technical meanings in different fields (e.g., "cone" as a shape vs. "cone"
(e) Discipline-specific technical terms
for holding ice cream).
(f) Homonyms with everyday words Mathematical terms that sound like common words (e.g., "pi" vs. "pie").
Words with related meanings but different usage (e.g., "circumference" vs.
(g) Related but different terms
"perimeter").
(h) Challenges with translated words Issues with translations affecting meaning (e.g., "mesa" vs. "table").
Words with unusual spellings that may confuse learners (e.g., "obelus" [÷] vs.
(i) Irregularities in spelling
"obeli").
(j) Multiple verbalizations Concepts expressed in different ways (e.g., "15 minutes past" vs. "quarter after").
Use of everyday terms instead of mathematical terminology (e.g., "diamond" vs.
(k) Informal terms used in place of formal ones
"rhombus," "in the house" vs. "in the division bracket").
 LANGUAGE PHENOMENA

Visibility and invisibility of language

Word-walking (Code switching)

Decoding

Double -decoding

Self-talk
VISIBILITY AND INVISIBILITY OF LANGUAGE (Thompson et al.,)

Invisible: implicit, abstract, or hidden aspects of mathematical communication. These are the underlying ideas,
assumptions, and logical structures that are not immediately obvious but are essential for understanding
mathematics.

Visible: Specific attention to the correct terminology and phrases, the meaning of words and the correct syntax

The mastering of the Mathematics language register is an outcome in itself. Too much visibility of the language
can sometimes lead to obscured Mathematics.

Needs to be a balance between the visibility and invisibility of language so that the learners have the benefit of
the explicit language teaching but the Mathematics does not become obscured.
 WORD WALKING (CODE SWITCHING)

• The process of "translation" between spoken language and mathematical

language.
• "Wordwalking" is when a learner substitutes a mathematical word or phrase in
an original problem statement with natural language, but changes the meaning
of the problem
OR
• The meaning of the substitution overlaps with the substituted word, but
changes the structure of the resulting mathematical problem statement.

• Eg: Original Mathematical Statement: The difference between 12 and a number

is 5.
• Wordwalking: The learner might interpret this as: 12 minus 5 is the number.
 DECODING

interpreting and understanding mathematical language, symbols, and structures to

extract meaning and solve problems. It involves "translating" abstract or symbolic
representations into meaningful concepts that align with the learner's understanding.

Decode the following word sum:

"If a student has 3 pens and buys 5 more, how many pens does the student have now?"
 CONT.

• Recognize "3 pens" as an initial quantity.

• Understand "buys 5 more" implies addition.
• Formulate the equation: 3+5=8.
 SELF TALK

• Self-talk can be non-vocal and some times a learner would speak

aloud.
• Self-talk forces a learner to find words to express thoughts.
• Self-talk helps the learner to explore a problem and to guide
thoughts in order to solve a problem.
 CLASS ACTIVITY

• Use the Gr 3 CAPS – any part in maths

• Identify each of the following
Any diagram
Symbolic expression
Informal and Formal language
Terminology that can have two meanings
 Class activity – submit Groups of 4
Concept: triangle
Write a dialogue between a
teacher and a learner.
The following must be visible:
• Formal and informal language
must be present.
• De-coding
© North-West University (2012)
 MFPC 411
Learning unit 4 / Leereenheid 4

Praktiese toepassing in Patrone en Datahantering

Practical application in Patterns and Handling Data

What should learners be able to do?
 Vocabulary / Woordeskat
Gr 1 Gr 2 Gr 3
Data handling /
Datahantering

Patterns/
Patrone
Recap Patterning
How do young learners learn? / Hoe leer jong
kinders?
When young children learn new concepts, they should start from concrete manipulatives, move to
pictorial and then progress to abstract concepts (Piaget, 1952:78; Sarama & Clements, 2016:71).

ABABABAB
ABABABAB
AB

Seeing Doing Manipulatives Pictorial Abstract

and
Hearing
Repeating Patterns – concepts/ Herhalende
patrone - konsepte
Elements / Generality – determine the Predictions /
Elemente (shape, rule / Veralgemening – Voorspellings
object, letter) bepaal die reël

Patterns can be presented in

Structure of patterns different modes / Patrone kan
Core – shortest string
AAB / Stuktuur van voorgestel word op verskillende
of elements/ Kern –
patroon AAB maniere
kortste string
elemente • Visual / Visueel
• Auditory / ouditief
• Movements / Beweging
• Symbolically / Simbolies
Attributes as classification rules for patterns Eienskappe as klassifikasie-
reëls vir patrone
• Attribute - Special • Eienskap - Spesiale kenmerke
characteristics that place • Eienskappe waarop patrone
objects in a group gebaseer kan word
• Attributes that patterns Geometries
can be based on:
Fisies - kleur, grootte,
Geometric tekstuur, materiaal,
Physical – colour, size, algemene kenmerke
texture, material, Verhoudings – volgorde,
common features funksie
Relational (sequence, Kombinasie van
function) eienskappe
Combination of
attributes (Geo and
colour)
 Factors that influence complexity of patterns
Faktore wat die ingewikkeldheid van patrone
beïnvloed
• Nature of attribute/ Aard van eienskap
Easy: colour, size, shape, texture… or

• Number of changes / Aantal veranderinge

Colour, shape, size

• Number of elements in the core / Aantal elemente in die kern

• Number of changing attributes in the core / Aantal veranderinge in

eienskappe
Colour, size, direction
Developing algebraic ideas through repeating patterns
Ontwikkeling van Algebraïese idees deur herhalende patrone

1. Identify pattern 1. Identifiseer patroon

• “Can you see the pattern?” - “Kan jy patroon sien?”
2. Read a pattern 2. Lees die patroon
• Red circle, blue square, red • Rooi sirkel, blou vierkant,
circle, blue square rooi sirkel, blou vierkant
3. Describe a pattern 3. Beskryf die patroon
• What do you see? • Wat sien jy?
Elements? What part is
repeated? What is the core 4. Kopieer die patroon
4. Copy a pattern • Wys my!
• Show me! Ask questions!
• Shape
• Objects
• Drawings
• Numbers
 5. Bepaal die reël
5. Determine the rule
• ABB ABB ABB - ABB ABB ABB
6. Extend a pattern – a pattern 6. Brei die patroon uit
is not a pattern until it is 7. Brei uit en voorspel
repeated
8. Ontwikkel eie patroon
7. Extend and predict (Grade R
and 1 – what comes next; 9. Oordrag en voorspelling
Grade 2 – 12th or 20th position) 10. Gebruik letters
8. Create pattern – own (give ens
example AB, AAB, ABA, ABC)
9. Translate and represent
(ABAB – A clap, B snap)
10. Use letters
Etc. (clap:A, snap:B – ABAB)
Growing patterns – concepts
Groeiende patrone p. 161
• Grow or shrink / Groei of krimp

• Grow with constant change / Groei met konstante

verandering
• Grow with constant amount / Groei met konstante
hoeveelheid
2, 4, 8 the rule is
times 2
Number patterns
Getalpatrone
• Telpatrone
• Counting patterns
• Patrone in optel en
• Patterns in addition and aftrek
subtraction
• Patrone in
• Patterns in multiplication and vermenigvuldiging en
division deling
• Patterns in hundred block • Patrone in honderdblok
• Patterns in number charts • Patrone in getallekaarte
• Base-ten patterns • Basis-tien patrone
• Place-value patterns • Plekwaarde patrone
• Symbolic exercises • Simboliese inoefening
Counting patterns
Telpatrone
Verbal counting
allows learners to
understand the
repetitive nature of
numbers (1-9)

Grade 3 should be
able to work with 1
- 1000
Functions / Funksies
• A function is a way of
expressing relationship / ‘n
Funksie is ‘n manier om ’n
verwantskap uit te druk
• Children must be exposed
to real life situations
involving input and output
/ Kinders moet blootgestel
word aan lewenswerklike
invoer en uitvoer situasies
Word problems and patterns
Samantha and Desiree are going to save money.

Samantha starts with an empty piggy bank and puts

in R10 every month.

Desiree has a piggy bank with R10 in it. She is going

to put R8 in every month.

Complete the following table:

Number of 1 2 3 4 5 6 7
months

Samantha

Desiree

Who has the most money in her piggy bank after 2

months?

Who has the most money after 6 months?

How much money will each girl have after 1 year (12
months)?
Recap Data handling
Logic and Classifying / Logika en klassifisering
• Children are by nature • Kinders is van nature
collectors versamelaars
• While playing, they will • Terwyl hulle speel,
sort objects sorteer hulle
• While sorting, children voorwerpe
must learn • Tydens sortering, moet
• Correct language, like sets, hulle die volgende leer
attribute – Regte taal soos
• Criteria for sorting (colour, versameling, kenmerk
size, shape or attribute) – Kriteria vir sortering
• Classification (why do these
objects belong in a group)
– Klassifikasie
Logic and Classifying / Logika en klassifisering
• A classification task • Klassifikasie taak
example voorbeeld
• Collect animals • Sorteer diere
• Classify them as a set of • Klassifiseer diere as
animals versameling
• Group into subsets (farm or • Groepeer in
wild) deelversamelings
• Explain why they are sorted • Verduidelik hoekom hulle
in this way dit gedoen het
• Represent the results in a • Stel voor in ‘n prentjie
picture
• Vergelyk die grootte van 2
• Comparing the size of two versamelings
sets • Net so veel as
• As many as • Meer as
• More than • Minder as
• Less than
Planning an Activity / Beplanning van ‘n
aktiwiteit
• Attributes of the object • Eienskappe van voorwerp
• “The same”, “opposites”, • Dieselfde, teenoorgestelde,
“colour”, “What can be eaten” kleur, Wat kan geëet word”
• Place and time
• “Where do we use it?”, • Plek en tyd
“Where does it belong?” • Waar kan ons dit gebruik
• Part-Whole • Waar hoort dit
• “Where does this wheel • Gedeelte-geheel
belong?”, Where will this fit?” • Waar hoort hierdie wiel?
• Categories • Waar sal hierdie pas?
• Group according to attribute • Kategorieë
and subgroupings “Animals –
Mammals or reptiles?” • Diere – soogdiere of reptiele
• Type of material? / Tipe
materiaal
• Attribute? / Eienskap?
 NB

Data handling / Datahantering

• Classifying is fundamental to data handling
• Collecting data – info regarding the question needs to be found
• Organising data – sorted, grouped, classified
• Representing data – graphic representation
• Analysing data – reasoning is used to discuss info
• Interpreting data – decision on the result: answer question
• Report data
• Teachers are responsible for helping children to research procedures (p.
246-1st p. 316-2nd)
 Pictograph
Bar graph Line graph
(Semi -
(Concrete) (Semi Abstract)
concrete)
 Activity
Question – which month has the most birthdays
Hans Nick James
Rose 4 May 23 Aug
8 Aug 22 Feb

Larry
Pete
18 Oct
22 Dec
Ben
15 Jan
Nadia
Dan
8 Apr
29 Dec Anna
22 Sep

Steph
18 Oct

Lisa
9 May Jean
Sam
6 Jun
17 Oct
 Organise - answer
Question – which month has the most birthdays
Jan Feb Mar April May June
Ben Nadia
15 Jan 8 Apr Hans
4 May Jean
James 6 Jun
22 Feb

Lisa
9 May

Larry
July Aug Sep Oct Nov Dec
18 Oct
Rose Pete
Anna 8 Aug 22 Dec
22 Sep

Steph
18 Oct
Nick
Dan
23 Aug Sam 29 Dec
17 Oct
Represent – Bar graph

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Analyze, interpret and report
Analyze (Discuss) Interpret
• Is there someone in every • Remember your question:
month? Question – which month has the
• What months have the same most birthdays
amount of learners? • Decide on your result
• Does May have more or less Report
than July? October has the most learner
• What month has the least birthdays
learners?
• What month has the most?
Using word problems for
data handling
Vocabulary for patterns and data handling
Patterns and Pattering:
Grade 1, 2 and 3:
• Repeating pattern; language to describe patterns, e.g. position words - right, left, first,
second, last, next,
• the one before, the one after; shape and colour words; increase or grow, decrease or
shrink; doubling; Halving

Data handling
• Grade 1: Carroll diagram
• collect, sort, classify, arrange, compare, order
• graph, pictograph
• Grade 2 - add the following to the Grade 1 vocabulary:
• tally, list, diagram, Carroll diagram, symbol, table
• Grade 3 - add the following to the Grade 1 and 2 vocabulary:
• column, row, bar graph, scale.; rows and columns.
Teminology used incorrectly (Hughes, et al.)
Teminologie wat verkeerd gebruik word
• Less (cannot be counted) Fewer (Data can be counted one
by one)
• Bigger/ larger (general vocab)  Greater (refers to quantity)
• Chart and graph  Chart or Graph (a graph represents exact
numerical data, a chart presents data in an interpretable
manner)
• Picture and pictograph  Picture or Pictograph : Not the same
thing, a Pictograph is a graph with pictures
 Representations of patterns and data /
Voorstellings van patrone en data
• Concrete / Konkreet
• Pictorial / Prentjies
• Verbal / Verbaal
• Symbolic / Simbolies

Performance based assessment / Prestasie gebasseerde assessering

Example of representing patterns

• Create: Create own complex pattern using lines and

shapes

• Pictorial: Copy the pattern over using pictures

• Verbal: Describe the pattern in your own words, write the

description down

• Symbolic: Copy the pattern in symbols. Using e.g.

AABAAB
Activity: Example of representing data
handling

• Create (concrete):

• Pictorial:

• Verbal:

• Symbolic:
 • LU 2
• PRAKTIESE TOEPASSING IN GETALBEGRIP
MFPC 411 • PRACTICAL APPLICATION IN THE NUMBER
CONCEPT
 Study material:

• Naude & Meier, Chapter 4

• Atkins Chapter 5,12 (9)

Learning outcomes:
On completion of this study unit you should have mastered the
practical application of the outcomes mentioned below:
• Use the appropriate vocabulary to identify and use in reading,
THIS SESSION writing and talking about number concept;
• Can compile appropriate word problems to evaluate learners’
understanding of the number concept;
• Master assessment of the number concept in the Foundation
Phase;
• Confidently use the prescribed policy and appropriate documents
of the Department of Basic Education
 • Verbal counting (counting from memory)
• Object counting (matching a number to an object –
how many)
Physical manipulating counting objects in the counting
knowledge process through the use of senses (Feeling/
COUNTING AS touching while counting ) and body (jumping or
THE ORIGIN OF clapping while counting)
Social learning their number names and counting
NUMBER SENSE knowledge sequence through practice and repetition (counting
rhymes, songs and games). Also , learning to
recognize and write number symbols and words
through social interaction
Conceptual or knowledge of counting principles and strategies
logical (understanding concepts such as counting on,
mathematical counting backwards) gained from physical and
knowledge social interaction with the environment
PHYSICAL KNOWLEDGE: WHAT IS THE DIFFERENCE
IN USING THESE MANIPULATIVES?

What is the pros and what is the cons?

SOCIAL KNOWLEDGE
Moving from informal to formal

Books Songs and rhymes Games

LONG TERM MEMORY FILE

The
symbol 7
and the
word 7
Snow
7 x 7 =49
white and
multiples
the 7
of 7
dwarves

The
concept of
7
the
continents number 7 7 objects
on earth

7 days of 7 o’clock
the week Time
CONCEPTUAL (LOGICAL MATHEMATICAL):LEVELS
OF COUNTING / VLAKKE VAN TEL
Counting all
- Count each object in a set or more sets by counting one by one
Level 1 - Learners rely on concrete material
- Learners will move from concrete (objects) to semi concrete (pictures)

Counting on
- Start with a number of a known quantity and continue to count from that number.
Level 2 - The learners need to understand each number is one more than the previous and one
less than the next number
- This level shows the learner has moved beyond the verbal counting because he or she
can recognize the number sequence no matter where it begins

5 + 6 =_
Level 3 Breaking down and building up numbers

6=5+1
PROBLEMS OR CHALLENGES

Teacher do not
Too many learners Too much whole
know the level of
stay on level 1 class teaching
each child

What can teachers

Are numbers to
to do support
large to use for
progression from
counting?
one level to next?
 What is good and bad about each?
CHOOSING WORKSHEETS What Grade would you use the worksheet for?

How many? How many kids

How many eyes

How many kids

How many eyes

How many?
How many kids

How many eyes

 Activity
Describe with examples and the correct vocabulary the process of extending number
concept.
Beskryf met voorbeelde en die korrekte woordeskat die uitbreiding van getalbegrip.

Move from counting to counting for grasping the relationship

Beweeg vanaf tel na understanding between numbers.
tel vir begrip Verstaan die verhouding
1, 2, 3 …. tussen getalle
1= = one/ een 1<2
PROCESS FOR TEACHING AND LEARNING BASIC
NUMBER OPERATIONS

Step 1 Learners must count onwards and backwards in 1s, 1, 2, 3, 4 (One more); 4, 3, 2, 1 (one less);
2s, etc. in order to observe the number operations, 2, 4, 6 (two more ); 6, 4, 2 (two less)

Step 2 Learners must understand how counting onwards 1, 2, 3, 4 (One more); 2, 4, 6 (two more )addition
connects with the number operations 4, 3, 2, 1 (one less); 6, 4, 2 (two less)subtraction

Step 3 learners must be able to identify the appropriate the sum of two and three
number operations in problems the difference between seven and five
Step 4 Turners use number operation to solve their own I have R10 for the tuckshop. I buy a packet of chips
real-world problems for R4 and for R2. what will everything cost? what
will my change be?
 THREE KINDS OF KNOWLEDGE FOR WORD
PROBLEMS
Physical knowledge a sense of addition, subtraction, multiplication and division through
informal and formal activities, which can lead to situations where
different meanings, interpretations, and interrelationships must be
demonstrated and described in number operations

Social knowledge vocabulary including addition, subtraction, multiplication, division and

equal
Symbols of addition, subtraction, multiplication, division and equal
Conventions – calculators
Conceptual or logical understanding the different interpretations and interrelationships of
mathematical knowledge addition, subtraction, multiplication and division
 PROBLEM SOLVING STARTING GRADE R

• Continuously asking questions and challenging learners to think about a problem by asking open-ended questions that you
acquire more than one answer
• Learners must communicate aloud what they think
• Adequate time must be allowed for reasoning and engaging in mathematical activities
• making mistakes is part of the process. it is more important to try and then perhaps make mistakes, then not trying to find a
solution by using several different approaches
• Learners should be allowed to work in small groups or individual
• always remember that young learners must experience mathematics with their bodies, for example counting their fingers or
climbing stairs up and down
• use concrete media such as boxes , stones etc and only use representation (pictures or dots) once learners are able to
make sense of the concepts on a concrete level
DEVELOPING NUMBER KNOWLEDGE VOCABULARY
USING WORD PROBLEMS
• Choose the appropriate context
• Make use of different vocabulary
• Formal and informal register
• Unknowns
_+5=6 start
6 + _ = 11 change
3+2=_ result
WORD PROBLEMS WITH +

• Zanele has 3 marbles she gets 5 more, how many marbles

does she have now? 3+5=_
• Pieter has some toy cars, John has 3 toy cars. Altogether
they have 8 toy cars. How many does Pieter have? _ + 3 =
8
• Mother adds 3 cups of flour to a bowl for a cake. The
instructions call for 8 cups of flour? How many must she
still add? 3 + _ = 8
WORD PROBLEMS WITH -

• Billy had 10 marbles. He loses some marbles. Now he has 3

marbles. How many did Billy loose? 10 - _ = 3
• Thabo has some packets of chips. He takes away 5 packs to
give to his friends. Now he has 3 left over. How many did
Thabo have to begin with. _ - 5 = 3
• Jane has 6 dolls and Ann has 3 dolls. How much more dolls
does Jane have than Ann?
ACTIVITY

• Make 3 word problems for divide and

3 word problems for multiply.
Change the unknown in your word
problems and the word you use for
divide and multiply.
ASSESSMENT
ACTIVITY

• Case Study:
• Peter is in Gr 1. He counts up to 10.
He cannot recognize an amount of Baseline Informal Formative/Diagnostic
counters instantly. He guesses the Too determine up to
which number his
Observation (oral,
practical & written
To determine what remedial should
be done to rectify the problem.
amount and it is usually incorrect. number concept is
developed
work)
 Counting concrete object
 Recognize symbols

Indicate what kind of assessment would you

do here and give the reason therefor.
ACTIVITY: EXPLAIN THE FOLLOWING:

• Number relations / Getal verhoudings • What level of counting?

• Grouping and counting / groepering en tel
• What teaching material can be
• Estimating / Skatting
used?
• Breaking down of numbers
• Building up numbers
• Completing tens / Voltooiing van tiene
• Drill and Practice
 MFPC 411
Learning unit 6
Practical application in Measurement
 Study material:
• Naude & Meier, Chapter 7

Learning outcomes:
On completion of this study unit you should have mastered the practical application of the outcomes
mentioned below:
• Identify and use the appropriate vocabulary in reading, writing and talking about mensuration;
• Compile appropriate word problems to evaluate learners’ understanding of mensuration;
• Master assessment of measurement in the Foundation Phase;
• Confidently use the prescribed policy and appropriate documents of the Department of Basic
Education
Language for measurement
Language continues
During measurement lesson – keep in mind
• Describe measurable features of on object or event
• Directly compare common measurable features of two object and
describe their differences (standard and non standard units)
• Measure and estimate the measurable features of an objects or event
(standard and non standard units)
• Measure and estimate the measurable features of two objects or
event (standard and non standard units)
• Solve real world and mathematical (fictional) measurement problems
(standard and non standard units)
Length and distance
Defined
Length is how long an object is from edge to edge
Distance is the length of space between two points, object or places
Informal

Length: Comparing learners length by letting

them stand in a row

Distance: Letting them count how many steps

to the teachers table
Formal
Non standard units Standard units

Length

Stride
Distance
Word problems in measurement
• Length: Jack's pencil is 10 centimeters long, but Joe's pencil is 6
centimeters longer than jacks. how long is Joe's pencil?
• Distance: Tsepo walks 3 kilometers to school every day. how many
kilometres does he walk to school in a week?
Mass
Define
• Weight is the force of gravity acting on an object
• Mass is the amount of matter any given object consists of
Informal
• Light and heavy
Formal

Standard unit of measurement

Word problems in measurement
• Sarah's mass is 30 kilograms. her friend Mary's mass is 25 kilogram.
how many kilograms is Sarah’s mass more than Mary’s?
Capacity and volume
Defined
• Capacity is the total amount of contents that a container can hold
• Volume is the amount of space that any object occupies.
Informal
• How many cups does it take to fill a jug?
 Formal

Capacity is knowing the difference between ml and l and knowing

a standard cup is 250ml and 4 of them go into a 1l jug
Volume is three-dimensional and you need to use the formula
Volume = length x width x height
Word problems in measurement
• Capacity: It’s Clara's birthday. she made a 5 litre bowl of juice. how
many friends will each get a 250 milliliters glass of juice
• Volume: Thato has to pack all her summer shoes into boxes, and then
back those boxes into a big box. the box can take 4 shoeboxes in its
length, five in its width and 3 in its height. How many shoe boxes will
fit into the big box?
Perimeter and area
Defined
• Perimeter is the distance around a 3D object or 2D shape
• Area is the flat surface of a 3D object or 2D shape
Informal
• Using a string to measure perimeter
• Pack blocks to start with the concept of area
Formal
• Calculations

Square Triangle
Perimeter Perimeter
of square =
Perimeter
s of triangle
s side + side = side +
+ side + s
side + side
side
s s

Area Area of Area of

triangle = ½
square =
L length x length x
width height
(A = l x w) (A = ½ l x h)
w
Steps to teach perimeter and area
Step 1 Learners must understand the specific Perimeter: the length around an object
feature that has to be measured Area: how many shapes will cover a flat service
Step 2 Learners must understand the units Perimeter:
that will be used while measuring Non- standard hands and feet
Standard ruler and measuring tape
Area:
Non- standard hands and feet or tiles
Standard ruler and measuring tape
Step 3 Learners must know which Perimeter: start at place and measure around
measurement strategies to use to object
determine the correct measurement Area: Start with flat object and cover flat surface
count with object will cover the object
Step 4 Learners use measurement to develop Next slide
and solve their own real world
problem
Word problems in measurement
• John's dad wants to put a fence around the yard. the yard shape is in
a square. one side of the yard is 15 metres. how long will the fence
be?
• Stephens bedroom is being renovated. the floor is going to be
covered with tiles. the length of the flow takes 8 tiles and the width of
the floor 6 tiles. how many tiles are they going to use?
Time
The problem with telling time
• https://www.youtube.com/watch?v=ZvLKbhXqEKw
• https://www.tiktok.com/@jvhnseo/video/7198646514154065195
Informal
Formal
How do we teach time
• Pre knowledge is knowing about months, weeks and days
• Days are then broken up into hours and minutes
• Sequence of activities
• Introducing the clock – hours and minutes
• Word problems
Word problems
• Jane overslept this morning. school starts at 8:00 o'clock and she was
1 1/2 hours late for school. what time did she arrive at school?
Policy documents
ATP (Annual teaching plan)
SBA (School Based assessment document)
Grade 2 – assessment term 1
Rubric for assessment
End – Session on exam shall be available last
week of May
 MFPC 411
Learning unit 5
Practical application in Space and Shape
Space and shape (geometry)
Learners need to understand
• Shape – the way things look
• Structure – the way things are put together
• Location – where we are relative to other things
• Movement – getting from one location to another
CAPS
Shapes and objects
2D 3D object Description Relatable
Shape everyday object
• Shapes and objects Circle Sphere Object that is perfectly
round in 3D space that
• Properties makes up the surface of a
completely round ball
• Making Circle Cylinder an object with parallel
circular bases in this 3D
space bound by straight
edges.
Square Cube an object bound by 6 square
faces of equal size in 3D
space, of which three face
meet at each vertex (corner)
Triangle triangular an object with two parallel
prism triangular bases in 3D space
combined with three
rectangular faces at each
corresponding side
Language for space and shape (Hughes et al)
Language continue..
Van Hiele levels
•Visualisation
• learners recognize and name figures based on their global, visual characteristics
Level 0 •learners can talk about the properties of shapes and sort and classify shapes based on their appearance

•Analysis
•Learners are able to talk about all the shapes within a class of shapes example rectangles
Level 1 •Learners recognize that shapes goes together because of common properties

•Informal deduction
•learners think about the property of geometric objects and distinguish between the relationship of these properties
Level 2 •If all four angles are right angles, is this shape must be a rectangle

•Deduction
•learners are able to examine more than just the properties of a shape.
Level 3 •Learners are able to work with abstract statements about geometric properties and make conclusions based on logic (high school learners)

•Rigour
•University students are on this level.
Level 4 •On this level learners exhibit an appreciation of the distinction and relationship between different axiomatic systems
Making own van Hiele puzzle
STEP 1 Cut off a 4cm strip
from the long side

Start with
A4 paper
 STEP 2

Fold paper in 4
equal parts
 STEP 3

Mark your 4 fold

Lines and the
centre of the
paper
 STEP 4

Draw a line from

the top left
corner to the
centre
 STEP 5

Draw a line from

the middle
bottom mark to
the middle right
mark
 STEP 6

Draw a line from

the middle
bottom mark to
the middle left
mark
 STEP 7

Draw a line from

the bottom left
corner to the
centre of the
paper
 STEP 8

Draw a line from

the top middle
to the centre
 STEP 9

Draw a line from

the middle right
to the centre
 STEP 10
7
1

Number and cut 6

3
5
2
4
Names of the shapes in the van Hiele puzzle

Right angled triangle

7
1
Rectangle
6
Isosceles trapezium

5 3
Equilateral triangle Trapezium
2
4
Right angled triangle
Isosceles triangle
 Van Hiele levels activity progression
• Give the learners the puzzle pieces and tell
them to make whatever shape they want with
it.
• The teacher gives the learners an outline of a
shape that she wants them to make with their
puzzle pieces.
• The teacher introduces the learners to the
vocabulary (names) of the puzzle pieces.
• The teacher elevates the difficulty by providing
a “shadow” of a shape and allowing learners
to explore the possibilities. The learners need
to know the properties of the pieces and the
relationship between the pieces.
Transformations
• Slide (translation)
• Turn (rotation)
• Flip (reflection)

Transformations deals with symmetry. Symmetry refers to moving one shape in various ways
Teaching symmetry
• Informal (same as) formal (symmetrical)
• Blob of paint on one side of a paper and fold the paper.
• Symmetry vs Asymmetry
• Using a mirror
• Using the body
Position One set of spatial terms which pertain to directions of movement of ego without specifying
a goal, is the adverbials:

Dimension Contrastive pair 1. up / down

where here/there
2. forward / backward

vertical up/down; high/low; above below

3. left / right
horizontal right/left
A second set of spatial terms pertains to positions of objects relative to some specified

frontal front/back referent object:

length long/short 4. here / there (where)

distance far/near
5. by, next to, beside

height tall/short
6. near / far
width wide/narrow
7. above / below, over / under
depth deep/shallow

8. in front of / at the back of, ahead / behind

thickness thick/thin

9. on the left / on the right

Viewing objects from different positions
2D Shape 3D object Views
• Even though a cube may
Circle Cylinder
look different from
different positions it
remains a cube
Square Cube

Triangle triangular prism

Activities Tanks – coding in Foundation Phase

Use the following chart and compile at

least 5 questions that the teacher can
ask learners so that they can give the
correct instructions to move from the
Toy store to the Movie theater. The
blue arrow points to the entrance of
the building.
End
 LU 3
Practical application in Basic Operations
Praktiese toepassing in Basiese
Bewerkings
Study material
• Atkins Chapter 2 and 4
• Naude and Meier Chapter 4
Symbolic decoding
Atkins chapter 2

Symbol Symbolic decoding Conceptual language

+ Add, plus, sum put together, join, combine
- minus, subtract, difference Remove, take away, how many
fewer, how many more,
difference (distance concept)
x Times, multiply, product groups of, rows of, jumps of,
rectangle _ by _ (two factors)
÷ divided by, quotient separate into equal groups of,
rows of, jumps of, lengths of
(partitive division).
How many _ are in _? (quotative
or measurement division)
Read the following number sentence aloud
Lees die volgende getalsinne hardop.
9+7
Write it down / Skryf neer
Symbolic decoding / Simbolie dekodering
Conceptual language / Konseptuele taal
Draw a picture / Teken prentjie
Now do the same with / Doen nou dieselfde met
3x4
Different models/ interpretations of the 4 basic operations
Verskillende modelle/interpretasies van die 4 basiese bewerkings:
Table 3.1, -33.11 – Atkins Chapter 3 Naude and Meier Chapter 4
Operation Bewerking Interpretation / Conceptual language used in the word problem. / Konseptuele taal
Interpretasie / model wat binne ‘n woord probleem gebruik sal word

Addition / Optel 1.Combination

2.Static
3.Incremental
measurement
Subtraction / Aftrek 1.Take-away
2. Additive
3. Comparison
4.Partitioning
5.Incermental
Multiplication 1.Additive
Vermenigvuldig
2.Row-by-column
3.Combination
Division / Deel 1.Subtractive
2.Distributive
Operation Bewerking Interpretation / Conceptual language used in the word problem. / Konseptuele taal wat binne
Interpretasie / ‘n woord probleem gebruik sal word
model

Addition / Optel 1.Combination This interpretation focuses on combining or joining of two distinct sets end
calculating this sum or total of the new set.
Amy has 3 dolls and she gets another 4 for her birthday . How many dolls does
Amy have in total?
2.Static The sets in this interpretation cannot be manipulated. Most real world problems
are of this type.
There are three rose bushes next to the church and seven in front of the
church . How many rose bushes are there in the churchyard?
3.Incremental Some addition problems have no sets or objects that can be manipulated and
measurement involve the n more concept. Measurement problems require this interpretation.
The mass of Jack's dog is 5 kilograms. His mass has increased by three
kilogram. What is the mass of Jack's dog now?

I scored three goals in the first half of the netball game, and another four goals
in the second-half. How many goals did I score in the game ?
Operation Interpretation Conceptual language used in the word problem. / Konseptuele taal wat binne ‘n woord
Bewerking / Interpretasie probleem gebruik sal word
/ model
Subtraction / 1.Take-away This interpretation focuses on one set and taking away an amount of objects from the set, in
Aftrek order to calculate the amount left in the set.
Jeremy has seven sweets; he ate four sweets. how many sweets does Jeremy have left?
2. Additive This interpretation of subtraction can be perceived as “what is needed “ or “how much must
be added”. The set in this interpretation can be manipulated.
Lerato has two stamps but she needs six stamps to post her letters. how many more
stamps does she need to be able to post her letters
3. Comparison This interpretation focuses on comparing (1-to-1 correspondence ) two distinct sets, and
determining which set has more, and how many more.
Sipho has 7 marbles and John has 5 marbles. who has the most marbles? how many more?

4.Partitioning The sets in this interpretation can be manipulated . It involves sorting out or partitioning is
set into subsets.
there are 10 balls in a bag. three are green and four are yellow. how many balls are blue?
5.Incermental Some subtraction problems have no set or objects that can be manipulated and involve the
n less concept. All measurement problems require this interpretation.
The mass of Mary's dog is 8 kilograms. The dog was ill and lost three kilograms. What is the
mass of Mary's dog now?
The hockey team had seven shots at the goal and scored only three goals. How many goals
did the hockey team miss?
Operation Bewerking Interpretation / Conceptual language used in the word problem. / Konseptuele taal
Interpretasie / model wat binne ‘n woord probleem gebruik sal word

Multiplication 1.Additive This interpretation means a given number of set with the same
Vermenigvuldig number of element in each set. It focuses on combining or joining a
given number of sets and calculating the sum of the new set
Ayanda has 4 bags of biscuits; each bag contains 5 biscuits. how
many biscuits does Ayanda have in total?
2.Row-by-column In the row by column interpretation a given number of rows is
identified with the same number of elements in each row the
objective is to calculate the sum of the new set.
On the farm there are three rows of apple trees, and seven apple
trees in a row. How many apple trees are there on the farm?
3.Combination This interpretation involves two sets of elements where an element
from the first set must be combined with every element of the 2nd
set. This must be repeated until all of the elements of the first set has
been used.
The tuckshop has three kinds of drinks Milo, milk and a fruit juice. It
also has four kinds of sandwiches chicken, ham and cheese, egg
and cheese and cheese and tomato. How many different lunches
can be bought each with a sandwich and a drink?
Operation Bewerking Interpretation / Conceptual language used in the word problem. / Konseptuele taal
Interpretasie / model wat binne ‘n woord probleem gebruik sal word

Division / Deel 1.Subtractive This interpretation focuses on one set and the repeated taking away
of a certain quantity of elements from the set, in order to calculate
how many times a specific quantity was taken out until there was
nothing left in the set.
Jane has 30 sweets. She put five sweets into packets for her friends.
How many packets of sweets does Jane have?
2.Distributive In this interpretation, the total number of elements in a set as well
as the number of subsets that the set must be divided into, are
known. The aim is to find the greatest number of elements that can
be placed in each subset.
Michael has 42 marbles. He has six friends. He wants to share his
marbles with his friends so each of them has the same number of
marbles. How many marbles will each of the seven boys get?
Learner errors in using basic operation
1. Impaired readiness for mathematics
2. Impaired prior knowledge
3. Deficits in teaching
• too much emphasis placed on drilling and applying without focusing on
understanding
• too much emphasis can be placed on the correct answer without analyzing
steps to get to the answer
• rigidly sticking to specific algorithms and not encouraging learner to use their
own methods
• lack of exposure to all the different methods in solving specific problems
• labeling learners who struggle and do not progress instead of helping them to
identify inappropriate methods .
Common errors
• inaccurate calculations
• faulty number concepts
• confusion of number symbols
• confusion of plus and multiply , as well as minus and divide symbols
• problems with place value concepts
• problems with grouping and regrouping
• inadequate algorithm development
Step / Stap Thinking process / Conceptual
language
Denkproses / konseptuele taal

12 x 2
= (10 + 2) x 2
= (10 x 2) + (2 x 2)
= 20 + 4
= 24
Word problem
In a shopping center's parking lot there is room for 42 cars.
The owner requested that the lines for parking be painted.
Give different ways in which the car park can be divided
In ‘n winkelsentrum se parkeer terein is daar plek vir 42
motors. Die eienaar het gevra dat die lyne vir parkeerplekke
geverf moet word. Gee verskillende manière waarop die
parkeerterrein ingedeel kan word
Problem solving graphic organizer

Illustrate Questions I need answered

Problem

Important information Solution and defense

Class activity
Look at example 6 on p. 112. Write down the conversation between the
teacher and the learner, but use the sum 36 – 17.
Give drawings as well.

Kyk na voorbeeld 6 op p. 112. Skryf die gesprek tussen die onderwyser

en leerder neer, maar gebruik die som 36 – 17.
Maak ook gebruik van prentjies
MFPC 411 – LU 1.6
Assessment in Foundation Phase Math
 Study material

 Naude, M & Darvin R. Assessment

of Mathematics in Foundation
Phase Chapter 5 (Available on
efundi).
 SBA – Foundation phase
Answer the following questions:

What is assessment for you?

When do you conduct assessment?

How do you assess math in the Foundation phase?

 Why is it necessary to assess?
Naude & Meier page 334
• Is math assessment always
about the right or wrong • Determining learners current
answer? understanding
• Planning of lessons and
• Do we need to assess the
thinking process? activities
• Identifying barriers to learning
• Providing parents and care
givers with feedback
• Improving mathematical
teaching
When planning assessment
The context
of the
learner

How to What needs

record and to be
report result assessed
What teachers
need to
understand
when planning
How to
How to give
conduct the
feedback
assessment

What to use
to conduct
assessment
Context
We assess math to support:
• becoming confident in using math to solve
problems
• using as many applicable strategies
• be able to communicate ideas and solutions to
real-life problems
Who is the learner? • using a variety of methods and strategies
• to persevere in mathematical activities
• positive attitude towards mathematics
• to appreciate the value of mathematics as a
cultural tool to solve problems creatively
• in reflecting on own thinking, reason and
performance in mathematics
• to utilise different levels of thinking in
mathematics (concrete, semiconcrete,
semiabstract and abstract levels)
What must be assessed in Foundation
Phase math?

Physical Social Conceptual

knowledge knowledge knowledge
Guidelines for valid and reliable assessment
Meier and Naude p337-339
• Rule 1: each learner is a unique person
• Rule 2: assess the total learner
• Rule 3: assess the learner in a variety of settings with a variety of methods
• Rule 4: assess both the process and the final answer
• Rule 5: assessment should always be trustworthy
• Rule 6: repeat assessment to ensure valid results
• Rule 7: remain objective
• Rule 8: know what you are going to assess
• Rule 9: keep assessment confidential
 How must we assess?
Demonstrate
• Encourage learners to demonstrate their ideas with concrete ideas
objects or the use of drawings and sketches.
• Give learners the opportunity to explain their mathematical Involve Explain math
parents reasoning
reasoning and thinking to their peers and teacher.
• Encourage children to record in writing the "story" of what their
sketches show.
• Present learners with real-life problems that are embedded in a
meaningful context.
Self Record in
• Encourage learners to present their mathematical thinking or assessment writing
understanding verbally as well as graphically with symbols of their Learner
own. centered
• Involve children in a variety of dialogues that encourage them to
reflect on their mathematical thinking.
• Provide effective feedback to learners (revise the importance of
feedback discussed in section 5.4). Provide Real life
feedback problems
• Support learners with self-assessment of their mathematical
endeavours.
• Understand the influence of assessment on learners' self-esteem
Present math
and motivation to perform well in Mathematics and adapt the Variety of
thinking
dialogues to
teaching and assessment approach accordingly (OECD/CERI reflect
verbally and
with symbols
International Conference 2008: 8).
• Involve parents in the assessment of learners' mathematical
proficiency.
How (continued)
According to DBE
• be authentic, continuous, multidimensional, varied and balanced
• take into account the diverse needs of learners and the context, and therefore
use various assessment strategies
• be an integral part of the teaching and learning process, and should help
teachers to evaluate the teaching and learning
• be accurate, objective, valid, fair, manageable and time efficient
• be based on information from several contexts, take many forms and include a
range of competencies and uses.
• be bias-free and sensitive to gender, race, cultural background, and abilities
• be criterion-referenced as far as possible
• be transparent so that learners and teachers have a clear understanding of
what the expectations are for any assessment task
What to use to conduct assessment

CAPS doc ATP SBA

•What •When •How

CAPS
 Annual teaching plan extract: Grade 3, term 1, Mathematics
Week 2-3
NUMBER OPERATIONS & RELATIONSHIPS
CAPS Topic
 Count objects
 Count forwards and backwards
 Number symbols and number names
 Describe, Order and Compare
 Place value
 Addition and Subtraction

Counting: (Number Counting: (Number

Core concepts, skills and values patterns integrated) patterns integrated)

 forwards and backwards in 1s, 2s, 5s up to 150 (from any multiples)  forwards and backwards in 1s, 2s, 5s up to 150 (from any multiples)

MENTAL MATHS MENTAL MATHS

 1 more/1 less  Order numbers

 2 more/2 less  Smallest / biggest
 more/ 5 less  Number bonds of 10
 Number bonds of 10  Addition facts to 20
NUMBER OPERATIONS & RELATIONSHIPS

 Recognise, identify, read and write number symbols up to 200.

ATP 

Write number names up to 100
Order and compare (<, >, =) whole numbers up to 99
 Arrange from greatest to smallest, less than and is equal to up to 99
 Decompose two-digit numbers into multiples of tens and units/ones up to 99
 Identify and state the value of each digit
 Solve addition and subtraction problems up to20 in context
 Use appropriate symbols (+, -, =, □)

DBE Workbook:

Activity 4, 17, 18, 19

 Expanded Notation,
Strategies  Breaking down and building up
 Number line
In Grade 2, the learners should have learnt how to:
Requisite pre-knowledge
 Copy, extend and describe simple number sequences to at least 200, which should include counting forwards and backwards in ones.
 Counting forwards in 10s, 5s, 4s, 3s and 2s up to 200.
 Use apparatus, pictures, number lines, breaking down and building up of numbers when solving and explaining problems and performing calculations.
 Solve word problems in context and explain own solution to problems involving addition and subtraction with answers to 99.
 Number bonds to 10 as well as using the appropriate symbols: +, –, = , □
 100 board
Resources (other than textbook) to  Worksheets / classwork book
 Counters, abacus,
enhance learning  DBE Workbook

Informal assessment Assess as core concepts, skills and values above

Number operations & relations

Formal assessment
 Oral
SBA
Informal assessment takes place Type of Description and uses
when teachers observe the oral, assessment
practical and Baseline Baseline assessment is mainly used at the beginning of a phase, grade or learning
written activities that the learner assessment experience to establish what learners' pre-existing mathematics knowledge is (physical,
does independently, in a pair or in social and conceptual knowledge) as well as what they value in mathematics (cultural
a group. The knowledge)
teacher observes how the learners Formative Formative assessment is developmental in nature. It is used by teachers to provide
perform their tasks, what they are assessment feedback to the learner and track whether the learner has progressed or not It assists in
day-to-day teaching and learning and may suggest ways in which Mathematics activities
struggling with, and how learners can be changed to suit diverse learners' needs. Formative assessment is also known as
work independently or together in "assessment for learning". Importantly, this type of assessment involves both teacher and
a group. No marks are recorded learner in a process of sustained reflection and self-assessment.
Diagnostic Diagnostic assessment is a specific type of formative assessment It may lead to some
Formal assessment provides assessment form of intervention, remedial action or revision programme. It can assist in identifying
teachers with a systematic way of strengths and weaknesses of a learner in Mathematics, a specific teaching method that
assessing and the teacher
can follow to help learners discover a mathematical principle, or it can help teachers to
evaluating the learner's progress. understand a learner's barriers to learning.
Formal assessment tasks need to
be carefully planned, recorded Summative Summative assessment gives an overall picture of the Mathematics achievements of a
and reported. Can be oral, assessment learner at a given time, for example, at the end of a term or year. Summative assessment
is like a "snapshot" of a learner's progress at a particular point in time (while formative
practical, written, individual or assessment is like a "video“ of a learner's progress during the process).
group
Observations Performance-based
Teachers constantly
Written/ activities
observe learners Tests (from
recorded This type of activity requires learners to
informally to assess
demonstrate their knowledge, skills and Grade 3
their understanding activities
and progress.
values by creating, producing or onwards)
Activities that
demonstrating something. The criteria for the Tests should be
Teachers observe require learners
task should be clearly spelled out to the carefully planned
learners closely as to present
learners beforehand. and used initially
they engage in anything in a
Such tasks could include: as informal
individual, pair and written format
• Oral activities, e.g. mathematical rhymes assessment tasks.
group activities and should be
• Practical activities, e.g. demonstrations in Learners should
listen to their planned in such
which learners be given adequate
conversations and a way that the
demonstrate physical knowledge such as guidance and
discussions. learner's
games and mathematical movement activities support to engage
Observations are performance
• Presentations, e.g. drawings, paintings, with the test
recorded in an (written work) is
constructions etc. format
observation book or reflected clearly
• Individual or group projects
sheets
• Investigations
Feedback to learners
The following tips should come in handy when giving enhanced feedback to learners about their mathematical
endeavours:
1. Only focus feedback on a portion of the exercise - it is most disheartening to young learners to see an explosion
of red pen critique on their written activities, or even worse, all the red crosses indicating their incapability to arrive at
the correct answer. It is therefore suggested that teachers should only mark the first few sums and then give written
feedback such as "This is what you should try next time ...".
2. Keep only the essential in mind - young learners cannot comprehend a lot of feedback on different aspects of the
work. If the instruction required learners to extend a certain pattern, refrain from giving feedback on other aspects
such as neatness or handwriting.
3. Teach learners to give feedback to each other - although this might seem an arduous task with young learners, it
should be
kept in mind that learners learn to understand their own strengths and weaknesses by assessing their peers.
4. Comment rather than correct. Wolpert-Gawron (2011) reminds teachers that it is the learners' own task to correct
their errors. In fact, learners will learn more from their errors if they were led to the correct answers by a teacher that
gives them hints such as "there are three patterns in this exercise that do not consist of three elements each time".
5. Create a key of feedback symbols if learners cannot yet read your feedback - identify the most common errors
that you predict your learners will make and develop a key of symbols that you can use instead of writing sentences.
6. Let learners give feedback to the teacher as well - give learners a way to give feedback to you. If they see the
teacher's positive reaction to the feedback they give to her on her lesson, they will also learn to react positively to
feedback (Wolpert-Gawron 2011).
7. Provide feedback fast - Foundation Phase learners cannot wait a long time for feedback to get to them. For
example, if they did an exercise shortly before the holiday commences, try to give the feedback before the holiday
starts. Very few learners will remember the exercise or make sense of the feedback if a week or more has elapsed.
Recording and reporting (report card)
 Lesson Unit 1.5
Leereenheid 1.5

Developing learners’ mathematical writing skills in the Foundation

Phase
Ontwikkeling van leerders se Wiskunde skryf vaardighede in die
Grondslagfase
Charlesworth, R., Lind, K. & Fleege, P. 2015. Language and concept
formation. (In Math and science for young children. 4th ed.
Thompson/Delmar learning. Unit 15, p. 188-195).

Lee, K. P. (2010). A guide to writing mathematics. .

Petersen, B., McAuliffe, S., & Vermeulen, C. (2017). Writing and

mathematical problem solving in Grade 3. South African Journal of
Childhood Education, 7(1), 1-9.

Thompson, R. & Rubenstein, R.N. 2000. Learning mathematics vocabulary:

potential pitfalls and instructional strategies. Mathematics teacher, 93:7.
October.

Vorster, J.A. The influence of terminology and support materials in the main
language on the conceptualisation of geometry learners with limited English
proficiency: Chapter 3. The role of language in the mathematics classroom.
(Dissertation – MEd)

Atkins Chapter 12 – Making sense of Word problems.

• Traditional class rooms • Tradisionele klaskamers
vs Modern class rooms vs Moderne klaskamers
• Strategies to facilitate • Strategieë om skryf in
Mathematical writing Wiskunde te fasiliteer.
• Writing tasks • Skryftake
• Why must children write • Hoekom moet leerders in
in Math? Wiskunde skryf?
• Benefits of writing in • Voordele vir skryf in
Math Wiskunde
• Words and Symbols used • Woorde en simbole wat
to write in Math gebruik word met skryf in
• What is pre-writing Wiskunde
experiences? • Wat is voor-skryf
• Creative writing in Math ervarings?
• Writing of Word problems • Kreatiewe skryf in
Wiskunde
• Skryf van woordprobleme
 Written language’ in the traditional mathematics
classrooms
• Learner has little occasion to practise to • Leerders het min geleentheid om die skryf
write the mathematics register of the van die wiskunde register te oefen arner
language of instruction has little occasion to practise to write the
mathematics register of the language of
• Learner experiences formal written instruction
language only in the textbooks
• Leerders ervaar slegs formele skryf taal in
• Learners are only required to read, interpret handboeke
and memorise it
• Daar word slegs van leerders verwag om te
• The informal use of mathematics as lees, te interpreteer en dit te memoriseer.
language to write, express, and explain
thoughts and processes is seldom required • Die informele gebruik van wiskunde as taal
of the learner. vir skryf, uitdruk en verduidelik van
gedagtes en prosesse word selde vereis.
• Mathematics is confined to writing down
calculations, mathematics manipulations, • Wiskunde is beperk tot die neerskryf van
geometrical proofs, memorised definitions bewerkings, wiskundige manipulasies,
and graphical representations metingsbewyse, memoriseer van definisies
en grafiese voorstellings.
• The use of language communication
(English) is mostly confined to word sums, • Die gebruik van taal kommunikasie (Afr) is
few expressions and short sentences. meestal beperk tot woordsomme, ‘n paar
uitdrukkings en kort sinne.
• Symbols play a major role in written
mathematics. • Symbole speel ‘n belangrike rol in die skryf
van Wiskunde.
The importance of writing in Mathematics
Die belangrikheid van skryf in Wiskunde
• It helps learners to make sense of • Dit help leerders om sin te maak van
mathematical problems: wiskunde probleme:
• learners learn how to represent and • leerders leer hoe om hul denke te
communicate their thinking through verteenwoordig en te kommunikeer deur
numbers, words and pictures (Amaral, getalle woorde en prente (Amaral, 2010).
2010).
• ‘n leerder moet instaat wees om idees te
• A learner must be able communicate ideas kan kommunikeer dat ander leerders dit
in a way which is comprehensible to others. kan verstaan
• Writing in mathematics supports the • skryf in Wiskunde ondersteun die
thinking process. denkprosesse.
• Writing in mathematics can also help • skryf in Wiskunde kan leerders ook help om
students consolidate their thinking because hul denke te konsolideer want dit vereis
it requires them to reflect on their work and refleksie op werk en op denke oor eie idees
clarify their thoughts about the ideas” (National Council of Teachers of
(National Council of Teachers of Mathematics [NCTM], 2000, p. 61).
Mathematics [NCTM], 2000, p. 61).
• help met leer en behoud van konsepte wat
• help to learn and retain concepts explored ondersoek word in die Wiskunde klas.
in the Mathematics class.
• Writing task encourages learners • Skryf aktiwiteite moedig leerders
to put their knowledge and aan om hul kennis en begrip van
understanding of mathematics Wiskunde op ‘n kreatiewe
across in a creative, collaborative gekombineerde wyse weer te
way. gee.
• Writing good mathematical • Die skryf van goeie wiskunde
explanations will improve your verduidelikings sal jou kennis en
knowledge and understanding of begrip van wiskundige idees
the mathematical ideas you waarmee jy in aanraking kom
encounter. verbeter.
• Writing activities create • Skryf aktiwiteite skep geleenthede
opportunities for a ZPD to be om die SPO te bewerkstellig.
established.
• Skryf in wiskunde is bekendgestel
• Writing in mathematics was en geïmplementeer as ‘n
introduced and implemented as a ondersteuningsinstrument vir
tool to scaffold learners’ use of leerders se gebruik van
problem-solving strategies and probleemoplossingsstrategieë en
support them when solving as hulp met die oplos van
mathematical problems. Wiskunde probleme.
• Allen (1991) stated that writing • Allen (1991) verduidelik dat skryf
can be an instrument in promoting ‘n instrument is wat
the self-regulation aspect of selfreguleringsaspek van
metacognition metakognisie bevorder.
Development teaching and learning of written language
and/or communication
Ontwikkel onderrig en leer van skryftaal en/of kommunikasie

• The fact that teaching and learning is • Die feit dat onderrig en leer ondersteun
underpinned by Vygotsky’s view, method word deur Vygotsky se uitkyk, metodes
such as investigative approach, soos die ondersoekende benadering,
conceptual development and the konseptuele ontwikkeling en die
importance placed on group work with belangrikheid van groepwerk met maats
peers have actually changed the world het die wêrelduitkyk en onderrig en leer
view and the teaching and learning verander.
scene.
• Skryf in wiskunde moet ook die beskryf
• Written mathematics should also include van die denkprosesse, ondersoeke en
the description of the process of thinking, besprekings wat gelei het tot die
exploring and discussing which leads to ontdekkingsproses insluit. Skryf sluit in
the discovery process. Writing included wiskunde strukture en verhoudings.
mathematics structures and
relationships. • Om prosesse en denke van leerders te
kommunikeer moet leerders die
• In order to communicate the processes informele skryf wiskunde register van die
and thoughts, learners have to use the taal van onderrig gebruik.
informal written mathematical register of
the language of instruction. • Wanneer leerders die prosesse en
redenerings neerskryf moet hy/sy
• When the learner writes down the reflekteer oor die betrokke wiskunde om
processes and reasoning, he has to sodoende sy/haar denke duidelik te
reflect on the mathematics involved in formuleer en te kommunikeer.
order to formulate his thoughts and
communicate clearly.
Strategies to facilitate mathematical writing
Strategieë om skryf in Wiskunde te fasiliteer
• Learner journals used to capture ideas addressed • Leerder joerrnale wat gebruik word om idees wat in
in class. Class discussions can conclude with die klaskamer aangespreek is te vervat:
journals as a way of listening to students as they Klasbesprekings kan afgesluit word met joernale as
communicate in class. ‘n wyse van luister na leerders wanneer hulle
kommunikeer in die klaskamer.
• Writing entry, which is a teaching philosophy that, if
you can not fix it, feature it. They emanate from • Toegang skryf, wat ‘n onderrig filosofie is wat dit
journal writings that cause confusion such as (what stel dat as jy dit nie kan regmaak nie dan moet jy
is the square of a number and the square root of a dit karakteriseer. Dit het hul oorsprong vanuit die
number? Writing samples should be discussed to leerder joernale waar daar verwarrings voorkom
learn what constitute clear, valid mathematical soos “wat is die vierkantsgetal en wat is die
communication. vierkantswortel van ‘n getal?”Skryf voorbeelde
moet bespreek word om aan te toon wat duidelike,
• Learner can peer-assess and evaluate one geldige wiskundige kommunikasie is.
another’s writing; to check the other student’s
writing determining its validity and clarity. This • Leerders kan maat-asseseer en evalueer mekaar
requires a different level of thinking. se geskrewe werk, te kontroleer vir geldigheid en
duidelikheid. Dit vereis ‘n anderse vlak van denke.
• Integrates writing and problem solving; where they
write explanations of their thinking, which • Integreer skryf en probleemoplossing: tydens die
strengthens their understanding. skryf van verduideliking van denke versterk hul
begrip.
• Written descriptions with visual images, where
students, write definitions and draw or identify • Skryf van beskrywings met visuele beelde waar
examples and non-examples. Eg collect and share leerders definisies skryf en teken of identifiseer
examples of mathematical terminology, graphs, and voorbeelde of nie-voorbeelde bv versamel en deel
symbols. voorbeelde van widkunde terminologie, grafieke en
simbole.
• Think twice mentally; learners write about their own
experiences using mathematical terms- could use • Dink twee keer mentaal; leerders skryf oor hul eie
mental maths, story, etc. ervarings deur gebruik te maak van wiskunde
terme – kan hoofrekene, stories ens. gebruik.
The Five writing tasks to promote writing skills in the
mathematics classrooms (Burns, 1995):
Die vyf geskrewe opdragte om skryfvaardighede in die
Wiskunde klaskamer aan te moedig (Burns, 1995):
• ‘Writing to solve mathematical problems’, Burns • Skryf om probleme op te los’, Burns (1995:69) stel
(1995:69) suggests learners solve, explain and voor dat leerders probleme oplos,verduidelik en hul
justify their thinking by using a variety of strategies denke regverdig deur die gebruik van ‘n verskeidenheid
to proof and interpret results. Learners use writing
in numbers, pictures and words to explain their strategieë om dit te bewys en te interpreter. Leerders
thinking behind their solution strategies. bebruik die skryf van getalle, prente, en woorde om
denke agter die oplossingsstrategieë te verduidelik.
• ‘Writing to record (keeping a journal or log)’,
learners keep ongoing records about what they are • ‘Skryf om te bewys’ (die hou van joernale)’, leerders
doing and learning in their mathematics class. hou deurlopende joernale oor wat hulle doen en leer in
• ‘Writing to explain’ is considered a form of die wiskunde klas.
notetaking where learners define a mathematical
concept or term in their own words or summarise • ‘Skryf om te verduidelik’ word gesien as notas
what they have learned neerskryf waar leerders ‘n wiskunde konsep of term in
hul eie woorde definieer en opsom wathulle geleer het.
• ‘Writing about thinking and learning processes’
allows learners to think beyond the actual • Skryf oor denke en leerprosesse’ laat leerders toe
mathematics lesson. Learners write about their om te dink verby die wiskunde les. Leerders skryf oor
favourite or least favourite activities, qualities of a
good problem-solving partner hul gunsteling en nie-gunsteling aktiwiteite, eienskappe
van ‘n goeie probleemoplossings vennoot.
• ‘Shared writing’, the teacher and learners
formulate a mathematical story or poem reflecting • ‘Gedeelde skryf’, die onderwyser en leerders formuleer
their understanding of a particular concept. ‘n wiskundige storie of gedig om hul begrip van
Teachers use this writing experience in the konsepte te reflekteer. Onderwysers gebruik hierdie
mathematics classroom to review. Shared writing ervaring om te reflekteer op wiskunde in die klaskamer.
is an element of the Balanced Language Approach
in which learners and the teacher write together Gedeelde skryf ‘n element van ‘n Gebalanseerde Taal
(South Africa DBE 2011b:12) benadering waar onderwysers en leerders saam skryf.
(South Africa DBE 2011b:12)
Constructing word problems
Konstruksie van woordprobleme
• Provide a picture with • Verskaf ‘n prent met
mathematical content. wiskundige inhoud.
• Let learners discuss • Laat leerders die prent
the picture. bespreek.
• Who/what is in the • Wie/Wat is in die
picture? prent?
• Identify the amounts. • Identifiseer die
• Conclude the hoeveelhede.
calculation. • Lei die bewerking af.
• Use the worksheet on • Maak gebruik van die
the next slide as werkskaart op die
guideline. volgende skyfie as
riglyn.
Constructing word problems
Konstruksie van woordprobleme
Guidance for constructing word problems
Leiding vir die konstruksie van woordprobleme
Use word origins to remember formal mathematical
terminology
Gebruik woordoorsprong om wiskunde terminologie te
onthou
• Woordoorsprong is die
• Word origins are the etymologies of oorsprong van
etymologies or origins of woorde wat help met die
words that help build bridges oorbrugging van alledaagse taal
between everyday language en wiskundige taal
and mathematical language • Woorde het geskiedkundige en
• Words have histories and oorsprong wat leerders help met
roots that help students make konneksies tussen Afrikaanse
connections between English woorde en wiskundige terme
words and mathematics terms • Bv. ‘produk’ en ‘faktor’ – kan
verduidelik word deur hul
• E.g ‘product’ and ‘factor’ – can etymologie. ‘n Produk is iets wat
be clarified through their geproduseer word; of ‘n resultaat
etymologies. A product is en ‘n faktor is ‘n bestandeel of ‘n ,
something that is produced, or net soos ‘6 x 9’ die faktore of
is a result; and a factor is an contributors is, en 6 en 9
ingredient, just as ‘6 x 9’ is the produseer die resultaat of produk
factors, 6 and 9 produce the van 54.
result, or product 54.
Words and symbols used to describe specific mathematical
terms
Woorde en simbole word gebruik om spesifieke wiskundige
terme te beskryf
• Use words and symbols • Gebruik woorde en simbole
appropriately waar toepaslik
• Do not use the equal sign • Moenie die gelykaan teken
when you really mean “the gebruik wanneer daar ‘n
next step is” or “implies”. The implikasie is van die volgende
above example is really saying stap. Die bogenoemde
that −1 = 0 = 1! Using arrows voorbeeld sê eintlik −1 = 0 = 1!
instead of equal signs is a Die gebruik van pyltjies ipv die
slight improvement, but still gelykaan teken is ‘n
not applicable. verbetering maar nogsteeds
nie toepaslik nie.
• Symbols can correspond to
different parts of speech. For • Simbole moet korrespondeer
instance, below is a perfectly met verskillende dele van ‘n
good complete number gesprek. Soos bv. 1+1=2 is ‘n
sentence. 1+1=2 . perfekte volledige getalsin.
• The symbol “=” acts like a • Die simbool”=“ tree op as ‘n
verb. werkwoord.
• Good writing observes the • Goeie skrywers slaan ag op
rules of grammar sinsbou reels
• However one element in • Alhoewel een element wat
mathematical writing which in skryf in wiskunde
is not found in other types voorkom wat nie inander
of writing: formulas. tipe skryf voorkom nie is
• Equations follow the formules.
standard grammatical rules • Vergelykings volg die
that apply to words. standaard sinsbou reels
EXAMPLE: wat vir woorde geld.
• So logically, the • VOORBEELD:
“>” symbol is called a • So logies word die “>” die
“greater-than sign” and the “groter as simbool” en die
“<” symbol is called a “<“ die “kleiner as simbool”
“less-than sign.” You can jy kan ook die “≥” of “≤”
also use the “≥” or gebruik as die getal
“≤” symbols if a number, gewoonlik ‘n veranderlike
usually a variable, may be is, kan die getal groter en
greater than or equal to gelykaan of kleiner as en
another number, or less gelykaan.
than or equal to it.
SYMBOLS AND WORDS:
Gr 1- Vocabulary
Gr 1 - Woordeskat
Gr 3- Vocabulary
Gr 3 - Woordeskat
 Lesson Unit 1.4
Leereenheid 1.4

Reading Mathematics and developing

mathematical reading in the Foundation Phase
Lees Wiskunde en die ontwikkeling van
wiskunde lees in die Grondslagfase
 ADMIN

• Assignment 2
• classes
Lesson Unit 1.4
Leereenheid 1.4
Lesson Unit 1.4.1 Leereenheid 1.4.1
Reading in Lees in Wiskunde
Mathematics Leereenheid 1.4.2
Lesson Unit 1.4.2 Ontwikkeling van
Developing Wiskunde woordeskat
mathematical in Wiskunde in die
vocabulary through Grondslagfase
reading in the
Foundation Phase
Study material
Studie materiaal
• Riccomini et al., 2015
• Thompson et al., 2016.
• Vorster, 1995 of 2005.
• Charlesworth, Lind, Kruger, Dreyer &
Laubsher Chapter 12
• Hughes, Powel and Stevans, 2016
• De Corte & Verschaffel, 1987

• Atkins Chapter 4
Lesson Unit 1.4.1 Reading in Mathematics
Leereenheid 1.4.1 Lees in Wiskunde

• Mixture of • Mengsel van

mathematical wiskundige simbole
symbols and the en die
English register Engelse/Afrikaanse
• Knowledge of taal register
symbols • Kennis van die
• Knowledge of English simbole
register • Kennis van die
Engelse/Afrikaanse
taal register
• Reading of symbols and Math register
• How should children experience reading in Math
• The role of LoTL
• Role of the teacher
• Strategies to facilitate learners’ reading
• Strategies to encourage reading
• Developing of Math vocabulary – reading
• Six steps of effective vocabulary instruction
• Strategies and activities to aid vocabulary instruction
• Technology application
• What is pre-reading experiences?
• Phonics vs Whole language; Balanced reading
approach
• The use of Literature in Math
• Reading of Word problems
• Mathematics is • Lindgren, Roberts &
recognised as the most Sankey g(1999, p. 16)
difficult content area as stated that,
far as reading material is “[m]athematics is a
considered, “with more language. Reading a
concepts per word, per mathematics text is
sentence, per paragraph somewhat like reading
than any other area” Tolstoy’s Anna
(Schell, 1982, p. 544). Karenina in the original
Russian.”

• Uit Nel
Teacher reading in Mathematics
Onderwyser se lees in Wiskunde

• FP learners enjoy • GF leerders geniet dit

listening to stories om na stories te
and talking about it luister en daaroor te
• Love riddles gesels
• Love rhymes • Lief vir raaisels
• Lief vir rympies

Four S’s (See It, Say It, Spell It, Show It)
Free stories in multiple languages
https://nalibali.org/
Mr Hare meets Mr Mandela
Mr Hare crept out of his forest home. The morning sky was blue. The “It has my face on it too,” said Mr Leopard with a playful snarl. “So
grass was green. The trees swayed in the cool breeze. The forest was maybe it belongs to me.”
full of the songs of birds. But…
Everyone laughed except for Mr Hare. He was in no mood for jokes.
On his doormat lay something he’d never seen before: a brand new
R200 note. “I plan to go to the city this very hour to return this important note to
Mr Mandela.”
Mr Hare picked it up. “What is Mr Leopard doing here?” He turned it
around. “Ah! Mr Mandela,” he cried. “What?” Mr Buffalo asked, shocked. “You will get lost there.”
His left ear curled up and down as he thought. He looked up at Miss “Why would I get lost?” asked Mr Hare, pushing out his chest.
Secretary Bird, who was watching him from a branch in the thorn tree.
“Because you can’t read,” said Mr Rhino, pointing his sharp horn at Mr
“Please call a meeting of all the animals,” he said. “I have an important Hare.
announcement to make.”
“Oh nonsense!” snorted Mr Hare.
She flew off calling, “Meeting everyone, at the Baobab tree, this
morning. Meeting everyone…” “It’s true,” Mrs Elephant stomped her foot impatiently. “In the City of
Readers almost everyone can read.”
“What is it this time?” everyone wondered, forming a circle under the
tree. “Well, what could happen to me?” Mr Hare asked.
Mr Hare stood in the centre. He cleared his throat and began: Mr Lion leapt forward, swishing his whiskers in Mr Hare’s face. “Those
who cannot read repeat their mistakes over and over again,” he
“Fellow citizens of the forest, I have important news for you. This,” he growled. “And so will you.”
said as he waved the R200 note around, “has landed on my doormat. I
don’t know what it is or what it means, but it has Mr Mandela’s face on “Hah!” Mr Hare sniggered. “Not me, kitty!” With those words he
it and so I’m sure it belongs to him…” marched fearlessly right underneath Mrs Elephant. Then he skipped
down the path that led to the City of Readers.
Soon he began to hear the noises of the city. And then he saw it. He
had never been in the city before.
He glanced at Mr Leopard’s face on the note. It seemed to be warning
him not to go.
“But I am the Little Wise One,” Mr Hare said. “I am cleverer by far than
anyone in the City of Readers.” And with a leap he entered the city.
Developing mathematical reading in the Foundation
Phase
Ontwikkeling van Wiskunde lees in die Grondslagfase

• Counting rhymes – • Telrympies –sien op

see on walls muur
• Incidental reading – • Terloopse lees –
meaning of +, -, x, ÷. betekenis van +, -, x,
• Flash cards ÷.
• Picture sums • Flitskaarte
• Picture word • Prentjiesomme
problems • Prentjie woordsomme
• Word problems • Woordsomme
Counting rhymes
• Incidential reading –
meaning of +-x
• Picture sums
• Word problems with
pictures
Reading Mathematics
Lees van Wiskunde
• Teaching materials have to be within • Onderrig material moet op die
the reading level of the learners. leerder se leesvlak wees.
• Applying measures for readable • Toepassing van prosesse vir leesbare
materials is no easy task because of material is nie ‘n maklike taak nie
the mixture of everyday language, omdat die mengsel van alledaagse
specialist terminology and taal, spesialis terminologie e
mathematical symbols used in wiskundige simbole wat gebruik
mathematical text. word in wiskundige tekste
• Learners should read texts where the • Leerders moet tekste lees waar die
formal mathematical register is used formele Wiskunde register korrek
correctly, but where terminology and gebruik word en konsepte in in
concepts are explained in informal informele taal verduidelik word op
language on his own level. die leerder se vlak.
• More attention should be paid to • Meer aandag moet gegee word om
motivating learners to read leerders aan te moedig om Wiskunde
Mathematics and about te lees asook om oor Wiskunde te
Mathematics. lees.
Symbolism as part of the Mathematics language
Simboliek as deel van Wiskundige taal
• The language of Mathematics • The language of Mathematics
furthermore consists of furthermore consists of
mathematical symbols used in mathematical symbols used in
the different mathematical the different mathematical
approaches. approaches.
• It is enough to say that the • It is enough to say that the
learner has to master symbolism learner has to master symbolism
as a major part of the language as a major part of the language
of Mathematics. of Mathematics.
• Learners should be able to • Learners should be able to
translate words into symbols and translate words into symbols and
vice versa. vice versa.
• In these instances the learner has • In these instances the learner has
to master both the mathematical to master both the mathematical
register of the language of register of the language of
instruction and symbolism, as instruction and symbolism, as
well as the concepts involved. well as the concepts involved.
• The "Newman method" is a • Die "Newman metode" is ‘n
procedure where learners procedure waar leerders
who have attempted word wat woord probleme
problems are asked a probeer oplos
sequence of questions. opeenvogende vrae gevra
• Most of the errors were word.
found in the • Meeste foute kom voor by
"comprehension and die “begrip en dekodering”
decoding" stages of the fases van die woord
word problems. probleem.
• Semantics especially poses • Semantiek veroorsaak veral
a problem for second or problem by tweede en
third language speakers. derde taal sprekers.
• Learners have to learn to • Leerders moet leer om te
shift between figurative wissel tussen figuurlike
interpretations of ordinary interpretasies van gewone
English and literal Afrikaans/Engels en die
interpretations of letterlike interpretasies van
mathematical English. (Pie) Wiskundige
• These "literal Afrikaans/Engels.
interpretations" form the • Hierdie letterlike
register of Mathematics not interpretasies sluit nie net
only includes subject vak spesifieke terminologie
specific terminology, for in nie, bv. parallelogram
example "parallelogram", maar ook spesifieke frases
but also certain phrases en reëls vir argumentering.
and modes (rules) of • Daar is ‘n bekommernis dat
arguing. die verskynsel dat woorde
• There is concern about the soms ‘n blokkasie kan wees
phenomenon that words by die herkenning van
can sometimes act as wiskundige idees.
barriers to the recognition
of mathematical ideas.
Reading Maths in FP
Lees Wiskunde inGF
• Children should
experience text where
the formal mathematical
register is used correctly,
but terminology and
concepts are explained
informally.
The role of language in teaching and learning
Die rol van taal in onderrig en leer

• Teach through the • Onderrig deur die

medium of language – medium van taal –
means of metode van
communication kommunikasie
• Learners create • Leerders skep begrip –
understanding – prosesseer idees deur
process ideas through taal
language • Assesseer en
• Assess and diagnose diagnoseer leerder
learners understanding begrip – luister na
– listening to verbal verbale kommunikasie
communication and en lees van wiskunde
reading of their skrywe
mathematical writing
Strategies to facilitate learners’ reading of instructions of
mathematical questions with comprehension
Strategieë om leerders se begripslees van instruksies
van Wiskunde probleme te fasiliteer
How to help learners with the Hoe om leerders te help met
reading of instructions die lees van instruksies:
• Underline action words • Onderstreep aksie woorde
• Read aloud • Hardop lees
• Explain to your “buddy” / friend • Verduidelik aan jou maat/
in your own language vriend in jou natuurlike taal
• Re-read the question • Herlees die vraag
• Write it in your own words • Skryf dit in jou eie woorde
• Silent teacher • Stil onderwyser
• List Vocabulary /know the • Lys woordeskat/ ken die
words meaning woordbetekenis
• Know the word in first • Ken die woord(e) in die eerste
language taal
• Provide examples: • Verskaf voorbeelde:
Activity:Awareness of vocabulary used
Bewus wees van gebruikte woordeskat
Study the instructions in work- or Bestudeer die instruksies in die
textbooks for grade 1 – 3: werkboekies van Gr 1 – 3:
• List words or phrases often used • Lys woorde of frases wat gereeld
in questions. gebruik word in vrae.
• List questions which are • Lys vrae wat verwarrend is.
ambiguous or confusing. Herfraseer die vrae.
Rephrase the questions.
• Skryf 'n kort paragraaf oor hoe jy
• Write a short paragraph on how die lees van instruksies in
you will facilitate learners’ reading wiskunde oefeninge vir begrip sal
of instructions in mathematical fasiliteer.
exercises with understanding.
• Gebruik die internet en besoek
• Use the internet and visit a local jou naaste boekwinkel en soek
bookstore and find at least two twee boeke per graad Gr 1-3, met
books each for grades 1-3, with wiskunde inhoud wat toepaslik,
mathematical content that will be interessant en op die leerders se
appropriate and interesting to vlak is.
learners at that level.
Strategies to encourage mathematical reading for
recreation
Strategieë om wiskunde lees vir ontspanning aan te
moedig
• Choose story books that • Kies storie boeke wat
incorporates mathematical wiskundige konsepte in
concepts in real life ware wêreld kontekte
contexts inkorporeer
• Read some of these book • Lees van die boeke tydens
when concept introduction bekendstelling van die
takes place konsepte
• Encourage learners to read • Moedig leerders aan om
these books hierdie boeke te lees
• Ask questions on content of • Vra vrae oor die inhoud van
these books they have read die geleesde boeke
• Have a reading chart where • Hou 'n leeskaart waarop
readers are rewarded for leerders vergoed word vir
reading (stars) die lees van boeke (sterre)
The importance of word problems/sums
Die belangrikheid van woord somme/probleme

1: Links to Mathematics 1: Koppeling tussen

applied in the real world Wiskunde en die werklike
2: Develop higher order wêreld
thinking and critical thinking 2: Ontwikkel hoë orde denke
skills en kritiese denke
3: Helps to develop the ability vaardighede
to apply different 3: Help met die ontwikkeling
Mathematics concepts van die bevoegdheid om
simultaneously verskillende Wiskunde
4: Develop creativity in konsepte gelyktydig toe te
Mathematics pas
5: Aids in evaluating learners 4: Ontwikkel kreatiwiteit in
understanding Wiskunde
5: Ondersteun die evaluering
van leerders se begrip
The concept of reading word problems
Die konsep van die lees van woordprobleme

• While solving mathematical • Tydens probleemoplossing

word problems, learners van Wiskunde
are required to view written woordprobleme word dit
text as a set of small units van leerders vereis om
that become meaningful in geskrewe tekste as 'n
combination with one versameling kleiner
another. The inability to eenhede wat betekenisvol
perform such task implies raak wanneer dit met
that learners not only lack mekaar gekombineer word.
problem-solving skills but Die onvermoë om dit te kan
reading skills as well doen impliseer dat die
(Chamot & O‟Malley, 1994). leerder tekort skiet aan
probleemoplossingsvaardig
hede asook
leesvaardighede (Chamot &
O‟Malley, 1994).
The process of reading word problems
Die proses vir die lees van woordprobleme

• The essential problem- • The essential problem-

solving process requires solving process requires
students to first acquire students to first acquire
the meaning of the the meaning of the
problem and implications problem and implications
of the text. Next, the of the text. Next, the
student develops an student develops an
appropriate appropriate
representation of the representation of the
problem. Finally, the problem. Finally, the
student links this student links this
representation to the best representation to the best
strategy for solving the strategy for solving the
problem problem
 The process of reading and understanding word
problems
Die proses vir die lees en begryp van woordprobleme

• a four – part graphic organizer can be • 'n vier– deel grafiese organiseerder
used to build independence and to kan gebruik word vier die ontwikkeling
help students make sense of word van onafhanklikheid asook om
problems leerders te help om sin te maak van
woordprobleme.

Illustrate Questions I need answered

Problem
Important Information Solution & Defence
Sketch
Skets
• After reading the word problem • Nadat die woordprobleem onafhanklik
independently, each student draws a gelees is, moet elke leerder 'n prentjie
picture to represent the problem.
skets om die probleem voor te stel.

Illustrate Questions I need answered

Mathematical
Max collects signed baseballs. He illustrations do
had 23 baseballs. He got some
more for his birthday. He now has not need to be
28 in all. How many baseballs did
Important Information he get for his birthday? Solution & Defence intricate
 Questions I need answered

• If students have questions about the problem, they

write those questions in the “Questions I need
answered” section.

Illustrate Questions I need answered

How many baseballs did he get for his birthday?

Students may
ask questions
about what a Max collects signed baseballs.
word or He had 23 baseballs. He got
abbreviation
some more for his birthday. He
means.
Important Information now has 28 in all. How many Solution & Defence
baseballs did he get for his
birthday?
 Important information

• In this section students write what is important to

remember.

Illustrate Questions I need answered Students

may draw
an arrow
from their
illustration
s into the
box
Max collects signed baseballs. He
because
had 23 baseballs. He got some the
more for his birthday. He now has drawing
Important Information 28 in all. How many baseballs did Solution & Defence contains
he get for his birthday?
all the
Max collects signed baseballs. important
He had 23 baseballs. informatio
He got some more for his birthday. n.
He now has 28 in all.
 Solutions & Defence

• In this last section, the students both state the

answer and defend their answer in words.

Illustrate Questions I need answered

The students
must try to
convince their
peers that
their answer Max collects signed baseballs. He
is correct. had 23 baseballs. He got some
more for his birthday. He now has
Important Information 28 in all. How many baseballs did Solution & Defence
he get for his birthday?

The answer is 28 because Max already had 23 baseballs and

he was given 5 for his birthday.
Teaching word sum/problem solving
Onderrig van woord som/probleem oplossing

1: Give It Time 1: Gee dit tyd

2: Be Honest 2: Wees eerlik
3: Practice 3: Oefen
4: Direct Instruction 4: Direkte onderrig
5: Skill & Drill 5: Vaardigheid &
6: Formal Strategy inoefening
7: Peer Tutors 6: Formele Strategie
8: Write Your Own 7: Maat onderwyser
9: Share 8: Skryf jou eie
9: Deel
1: Give It Time
Gee dit tyd
Don’t expect 100% Moenie 100%
mastery after just one bemeestering verwag
lesson. na een les nie.
Skill development Vaardigheids-
takes TIME and lots of ontwikkeling neem
it. TYD en baie daarvan.
2: Be Honest
Wees eerlik
Acknowledge that word Erken dat
problems are difficult woordprobleme moeilik
and that your learners is en dat jou leerders
are going to need lots baie oefening daarin
of practice with them. moet kry.
3: Practice
Oefen
• Use different forms of • Verskillende vorms van
practice. oefening.
• LOT of practice. • BAIE oefening.
• Whole class direct • Hele klas direkte
instruction, instruksie,
• peer time, • maat tyd,
• independent activities • Onafhanklike aktiwiteite
for practice, fun “get up vir oefening, pret “staan
and move” op en beweeg”
• Scoot games, task card • Skarrel en hardloop
centers, and spele, opdrag kaart
• homework. gerig, en
• huiswerk.
4: Teach, reteach
Onderrig en heronderrig
• Teach, reteach, • Onderrig en heronderrig,
• after a little more time has • Na verloop van tyd
passed, reteach it again. heronderrig weer.
• Learners need time to • Leerders benodig soms tyd
absorb all the different om al die verskillende
actions you’ve taught. aksies wat geleer is te
• After the introduction absorber.
lesson, wait a bit and • Na die inleidingsles, wag en
reteach heronderrig
• Short mini-lesson to refresh • Kort mini-lesse om hulle te
their minds. geheue te verfris.
• Repeat the mini-lessons as • Herhaal die mini-lesse so
many times as needed. veel kere as moontlik.
5: Skill & Drill
Vaardigheid & inoefening
• Lots of practice to master • Baie oefening om
word problems: problem woordprobleme te
after problem. bemeester: Probleem na
• Worksheet 1 with two probleem.
problems - learners finish • Werkskaart 1met twee
and checked. Worksheet 2. woordsomme – leerders
• Repeat the process again klaar behandel werkskaart -
and again until Iearners are werkskaart 2
tired and it isn’t fun • Herhaal die proses oor en
anymore. oor todat die leerders
• Another way to practice is moegis en dit nie meer vir
to make it a game to see hulle lekker is nie.
how many problems the • ‘n Ander manier is om dit ‘n
class can correctly solve in speletjie te maak. Hoeveel
x number of minutes? woordsomme kan die klas
oplos in X minute?
6: Formal Strategy
Formele Strategie
• Some learners need a structured • Sommige leerders benodig ‘n
approach gestruktureede benadering
• Step 1: Read the problem and • Stap 1: Lees die problem en dink
think, “What is this problem “Waaroor gaan die problem?”
about?”
• Stap 2: Herlees die probleem en
• Step 2: Reread the problem and dink, “Wat vra die probleem?”
think, “What is the problem
asking?” • Stap 3: Beplan jou “aanval” en
dink, “Wat is die beste manier om
• Step 3: Plan your “attack” and die problem op te los?”
think, “What is the best way to
solve this problem?” • Stap 4: Los die probleem op en
dink, “Watter bewerking moet ek
• Step 4: Solve the problem and gebruik?”
think, “What operation should I
use?” • Stap 5: Kontroleer jou antwoord
en dink, “Maak my antwoord sin?
• Step 5: Check your answer and Is my wiskunde reg?”
think, “Does my answer make
sense? Is my math correct?”
7: Peer instructors
Maat instrukteurs
• Pair up learners who • Paar leerders wat
are struggling with sukkel met leerders
learners who is wat nie met probleme
breezing through the sukkel nie.
problems. • Kort voor lank sal alle
• Before you know it, leerders met gemak
everyone will be deur woordprobleme
working through werk.
these word problems
with ease.
8: Write Your Own
Skryf jou eie
• Have learners write • Laat leerders hul eie
their own word woordprobleme skryf.
problems. • Laat ‘n maat dit
• Let a friend solve it. oplos.
• Understanding of the • Begrip vir die proses
process will develop. sal ontwikkel.
9: Share
Deel
• Talk about different • Praat oor verskillende
ways to solve a word maniere om problem
problem op te los
• Okay to solve a • Dit is reg dat probleme
problem with a different met ander strategieë
strategy than someone as iemand anders s’n
else. opgelos word.
• All unique and solving • Almal is uniek en los
these problems just probleme op solank dit
has to make sense to net vir elkeen sin maak.
your own mind.
• https://www.youtube.c
om/watch?v=PqvtnPOp
YkU
Difficulty with word problems
Probleme met woordprobleme
• Look at the placing of the • Kyk na die plasing van die
unknown. Does this play onbekende. Speel dit ‘n
a role in the level of rol in die
difficulty of the word moeilikheidsgraad van
problem? die woordprobleem?
_+3=6 • Watter ander faktore
5+_=9 beïnvloed die
moeilikheidsgraad van
5+6=_ die woordprobleem?
• What other features
influence level of
difficulty of the word
problem?
Classifying learners’ solution strategies (De Corte &
Verschaffel, p367)
Klassifisering van leerders se oplossingsstrategieë
Carpenter and Moser's scheme Carpenter and Moser's skema
for classifying children's solution vir classifying children's solution
strategies has two dimensions. strategies has two dimensions.
• First, a distinction is made • Eerstens, onderskei tussen
between additive and optel en aftrek strategieë.
subtractive strategies. • Tweedens, strategieë word
• Second, strategies are georden volgens die vlak van
arranged according to their internalisering:
level of internalization:  konkrete strategieë gebaseer
 concrete strategies based on op direkte modelering met
direct modeling with fingers or vingers of fisiese voorwerpe,
physical objects,  verbale strategieë gebaseer
 verbal strategies based on the op die gebruik van tel
use of counting sequences, volgorde, en
and  hoofrekene strategieë
 mental strategies based on gebaseer op die onthou van
remembered number facts getal feite
Learners’ strategies
Leerders strategieë
• Learner's strategies • Leerder se strategieë
for solving subtraction vir die oplos van
problems are aftrek probleme word
influenced: beïnvloed deur:
• by the problem • die struktuur van die
structure, probleem,
• more specifically, the • meer spesifiek,
strategies tended to strategieë wat die
reflect the semantic semantiese strukture
structure underlying van die probleme
the problem. onderlê.
Three variants of the counting-all-with-models (CAWM)
strategy
Drie variante van die tal-alles-met modelle (CAWM)
strategie
• Adding: The child constructs a set of • Optel: The child constructs a set of
blocks corresponding the first blocks corresponding the first
number in the problem, then adds to number in the problem, then adds to
this set a number of blocks this set a number of blocks
corresponding to the second corresponding to the second
number, and finally counts the total number, and finally counts the total
number of blocks. number of blocks.
• Joining: The child constructs two • Kombinering: The child constructs
distinct sets corresponding to the two distinct sets corresponding to
two given numbers, then moves the two given numbers, then moves
these sets together with both hands, these sets together with both hands,
and finally counts the total number and finally counts the total number
of blocks. of blocks.
• No move: The child constructs two • Geen beweging: The child constructs
sets corresponding to the two given two sets corresponding to the two
numbers and counts the total given numbers and counts the total
number of blocks without physically number of blocks without physically
moving the sets. moving the sets.
Verbal strategies for addition problems
(De Corte & Verschaffel, p367)
In Carpenter and Moser's (1982, 1984) classification scheme
three additive strategies involving verbal counting sequences
are distinguished:
• counting all (CA),
• counting on from first (COF) number in problem,
• and counting on from larger (COL) number in the problem.

• Counting all is the most elementary strategy: The child

enumerates the first given number starting with 1 and
continues this forward count as the second number is
enumerated. This strategy requires some method of keeping
track (e.g., a "double count") of the number of counting steps
that represent the second addend in order to know when to
stop counting, which is cognitively demanding
Mental strategies for addition problems

With respect to mental strategies for addition problems, Carpenter and

Moser (1982, 1984) distinguish only between the use of
Mental strategies
• Known fact starting with first (KF-F): The child retrieves an addition
number fact starting with the first number in the problem immediately
from long-term memory (''5 plus 8 equals 13").
• Known fact starting with larger (KF-L): The child retrieves an addition
number fact starting with the larger number immediately from long-term
memory ("8 plus 5 equals 13").
• Derived fact starting with first (DF-F): Basing the answer on one or
more recalled number facts, the child begins with the first number in the
problem (e.g., "5 plus 5 equals 10 and 10 plus 3 equals 13").
• Derived fact starting with larger (DF-L): Basing the answer on one or
more recalled number facts, the child begins with the larger number in
the problem (e.g., "8 plus 2 equals 10 and 10 plus 3 is 13").
Protocol 1
Interviewer: "Pete had three apples; Ann gave
Pete five more apples; how many apples does
Pete have now?"
Child: "Eight."
I: "How did you find that answer?"
C: "I counted."
I: "Can you tell me how you counted?"
C: "One, two, three, four, five, . . . six, seven,
eight."
I: "What number did you start with?"
C: "I started counting five, and then I added three."
Protocol 2
I: "Pete has three apples; Ann has seven
apples; how many apples do Pete and
Ann have altogether?"
C: "Ten."
I: "How did you find that answer?"
C: "I was thinking of a number fact."
I: "What number fact?"
C: [Writes "7 + 3 = 10."]
I: "How did you arrive at that number ten?"
C: "I knew it by heart."
Protocol 3
I: "Pete has five apples; Ann has nine apples;
how many apples do they have altogether?"
C: "Fourteen."
I: "How did you find that answer?"
C: "Nine plus one equals ten. Then I have four left.
And ten plus four equals fourteen."
I: "So you started with the number nine instead of
four."
C: "Yes. I always start with the largest number.
That's much easier."
Solution Strategies for Subtraction
Problems (De Corte & Verschaffel, p367)
In Carpenter and Moser's (1982, 1984) classification scheme for strategies
for subtraction problems, four material strategies are identified:

 separating from (SF), use objects or fingers to construct the larger number and then
removes the objects indicated by the smaller number
 separating to (ST), use objects or fingers to construct the larger number and then
removes the objects until they get to the smaller number, what is left is then the answer
 adding on (AO), use objects or fingers to construct the smaller number and then adds
objects until they get to the larger number
 matching (M) makes a set of the small number and a set of the large number and then
matches until one set is exhausted

For the first three strategies parallel verbal counting strategies are distinguished:
 counting down from (CDF), backwards from larger number until they have counted down the
amount of words indicated by the smaller number
 counting down to (CDT), backwards from larger number until they have reached the smaller
number
 and counting up from given (CUFG). Forward from the smaller number until they reach the
larger number
Mental-strategy level:
(a) strategies in which the answer is found by
subtracting the smaller number from the larger
(direct subtractive strategies),
(b) strategies in which the child determines what
quantity should be subtracted from the larger
number to get the smaller (indirect subtractive
strategies), and
(c) strategies in which the child determines to what
quantity the smaller number must be added to
obtain the larger (indirect additive strategies).
Protocol 4
I: "Pete had twelve apples; he gave four apples
to Ann; how many apples
does Pete have now?"
C: "Eight."
I: "How did you find that answer?"
C: "Twelve minus two equals ten. And ten minus
two is eight."
Protocol 5
I: "Pete had twelve apples; he gave four apples
to Ann; how many apples does
Pete have now?"
C: "Eight."
I: "How did you find that answer?"
C: "Four plus six equals ten. And then I still have to
add two to arrive at
twelve. Then I make the sum of six plus two, which
equals eight."
How to do Word problems?

1) Pupils were taught to solve word problems by

searching for,
writing down,
and computing the arithmetic operation "hidden" in the text;

2) make an arrow diagram of the problem as a graphic aid.

3) in solving the word problems almost no attention was paid

to the use of material or verbal counting strategies; the
children were strongly encouraged

• to apply their formal mathematical knowledge and skills.

Change ,

Combine

Compare
 Word problems

Traditional Context

Real world Attractive

Stereotype for
knowledge children
Examples: Word problems
Voorbeelde: Woordprobleem
• Pete had 3 apples; Ann • Pieter het 3 appels; Annie
gave Pete 5 more apples; gee vir Pieter 5 meer
how many apples does appels; hoeveel appels
Pete have now? het Pieter nou?
• Pete had 6 apples; he • Pieter het 6 appels; hy
gave 4 apples to Ann; gee 4 appels vir Annie;
how many apples does hoeveel appels het Pieter
Pete have now? nou?
• Pete had 3 apples; Ann • Pieter had 3 appels;
gave Pete some more Annie gee vir Pieter nog
apples; now Pete has 10 appels; nou het Pieter 10
apples; how many apples appels; hoeveel appels
did Ann give to Pete? het Annie vir Pieter
gegee?
Interventions – Help
Intervensie – Hulp
(a) Re-reading the problem, (a) Herlees die probleem,
(b) Suggesting the use of concrete (b) Stel voor dat konkrete
aids (blocks), or hulpmiddels (blokkies) gebruik
word, of
(c) Pointing out a counting error or
an error in carrying out an (c) Uitwys van telfoute of uitvoer
arithmetic operation. probleme van wiskundige
bewerkings
If the learner still did not find the
correct answer, the teacher should Indien die leerder nogsteeds nie die
switched over to the so-called korrekte antwoord kry nie moet die
systematic help procedure: onderwyser oorslaan na die
sogenaamde sistematiese hulp
The problem must be read sentence by procedure:
sentence, and the learner must be
asked after each sentence to represent Die probleem moet sin vir sin gelees
the situation with the manipulatives. word. Na elke sin moet die leerder dit
wat in die sin gelees is met
manipuleerders voorstel.
.
Ambiguous word problems
Verwarrende woordprobleme
More ambiguous word problems
Verdere verwarrende woordprobleme
• "A lady bought six • “ ’n Dame koop ses
peaches and eight perskes en agt appels
apples, half of which waarvan die helfte sleg
she found have gone geword het.”
bad." • Verwys die helfte na die
• Does this refer to half helfte van die perskes
of the apples or half of of die helfte van die
both the apples and the appels of helfte van
peaches? beide?
 Lesson Unit 1.3
Leereenheid 1.3

Mastering the Mathematics Register: Speaking

Mathematics in the Foundation Phase
Bemeestering van die Wiskunde register: Praat
in Wiskunde in die Grondslagfase
 What does the following WORDS
mean?
• Count • Tel
• Difference • Verskil
• Division • Deling
• Pyramid • Piramide

Answer the following question?

“What is the difference between 9 and 4?”
Wat is die verskil tussen 9 en 4?
• why doesn’t 6 divided into 12 mean the same
thing as 6 divided by 12?
• Mathematical language is crucial to children’s
conceptual development. If children don’t
have the vocabulary to talk about division, or
perimeters, or numerical difference, they
cannot make progress in understanding these
areas of mathematical knowledge (UK
Department for Education and Employment,
2000).
Oral competencies
Mondelinge bevoegdheid
• Oral communication, • Mondelinge
Formal and informal are kommunikasie, Formele
NB en informele is NB
• By articulating math • Deur wiskunde-idees te
ideas and discussing it, artikuleer en te
learners negotiate math bespreek, onderhandel
meaning for leerders wiskunde-
themselves. betekenis vir hulself.
• Learners ideas are • Leerders se idees
modifies and develop, verander en ontwikkel,
new knowledge are nuwe kennis word in
integrated into existing bestaande skemas
schemes geïntegreer

Voster
 CAPS
KABV
Par 1.3 (d)The National Curriculum Par 1.3 (d) Die Nasionale
Statement Grades R - 12 aims to produce Kurrikulumverklaring Graad R-12 het ten doel
learners that are able to: om leerders te produseer wat in staat is om:
• communicate effectively using visual, • effektief kommunikeer deur visuele,
symbolic and/or language skills in simboliese en / of taalvaardighede in
various modes; verskillende modi te gebruik;
2.4. Specific Skills 2.4. Spesifieke vaardighede
To develop essential mathematical skills the Om noodsaaklike wiskundige vaardighede te
learner should ontwikkel, moet die leerder
• learn to listen, communicate, think, • leer om te luister, te kommunikeer, te
reason logically and apply the dink, logies te redeneer en toe te pas op
mathematical knowledge gained; die wiskundige kennis wat verkry is;

Table 2.1 Tabel 2.1

Solving problems in context enables learners Om probleme in konteks op te los, stel
to communicate their own thinking orally and leerders in staat om hul eie denke mondeling
in writing through drawings and symbols. en skriftelik deur middel van tekeninge en
simbole te kommunikeer.
 VYGOTSKI

Studied the
growth of Through
knowledge

Language Using the ideas

acquisition of

Dialogue Through
(external) and enculturation we
monologue learn how and
(internal) what to think.
 Fases van taal
Stages of language
• Voor-intellektuele • Pre-intellectual social
sosiale spraak: (0-3) speech: (0-3)
• Egosentriese spraak: • Egocentric speech:
(2-7) (2-7)
• Innerlike spraak: (7+) • Inner speech: (7+)

12
 Fase 1 van taal
Stage 1 of language
• Voor-intellektuele • Pre-intellectual social
sosiale spraak: (0-3) speech: (0-3)
– Geen idees gevorm deur – No thoughts constructed
gebruik van spraak. through the use of
– Spraak gebruik vir language.
sosiale verandering. – Speech used for social
change.
– Speech is used to
control the behaviour of
others. Express simple
thoughts and emotions
e.g. I want daddy. This
provokes behaviour –
getting daddy.
13
 Fase 2 van taal
Stage 2 of language
• Egosentriese spraak: (3-7) • Egocentric speech: (3-7)
– Taal help gedrag beheer. – Language helps to control
– Hardop praat (verbaliseer behaviour.
gedagtes terwyl speletjies – Spoken out loud (verbalise
speel). thoughts while playing
games).
– Children talk to themselves
regardless of speech other
individuals who are listening.
They say things out loud to
guide their behaviour. They
talk about what they are
doing and why. Their
reasoning is that language
must be spoken to direct
behaviour, e.g. a child will
often say hop, scotch, hop
when playing a game of 14
hopscotch as if to tell their
body what to do.
 Fase 3 van taal
Stage 3 of language
• Innerlike spraak: (7+) • Inner speech: (7+)
– Stil gebruik om innerlike – Silently used to develop
denke te ontwikkel. inner thought.
– Publieke gebruik vir – Publicly used for
kommunikasie. communication.
– This inner speech is silent; it
is used to direct behaviour or
thoughts. When this stage is
reached individuals can
engage in all types of higher
mental functions. An adult
may have an inner
conversation about what to
cook for dinner or what
they will say when they meet
someone. This prepares
them and directs behaviour
in the actual situation. 15
• Voor ’n kind ses word is • Before age of six
’n kind geneig om alles children tend to label
om hom te benoem. everything.
• Benodig die aanleer • Acquire language which
van taal wat hom met connects them with
die buite wêreld outside world.
verbind. • To develop intellectually
• Om intellektueel te kan the individuals , the
ontwikkel moet die culture and
individu , sy kultuur en environment must be
sy omgewing aktief active.
wees.

16
• The ability to formulate • Die vermoë om
problems in probleme in Wiskunde
Mathematics, to talk te formuleer, om
about Mathematics Wiskunde te bespreek
using informal but also deur informele, maar
more formal and ook meer formele en
precise terminology, presiese terminologie te
should be fostered and gebruik, moet bevorder
should be one of the word en behoort een
outcomes of van die uitkomste van
Mathematics teaching. Wiskunde-onderrig te
wees.
• What the child does • Wat die kind doen en
and what the child wat die kind sê, vertel
says, tells the teacher die onderwyser wat
what the child knows die kind weet
(external (eksterne voorstelling
representation of van interne
internal voorstelling)
representation)
 Using questions in Math
• 2+3=?

How do you How did you

know your get your
answer is answer?
correct?

Defend your
answer
 Using questions to assess the young child's development
Gebruik van vrae om die leerder se ontwikkeling te
assesseer

1. Gestures --? Point, 1. Gebare -? Punt,

find, show vind, wys
2. Answer in one or two 2. Beantwoord in een
words of twee woorde
3. Comments: I have 3. Kommentaar: Ek het
two pieces of twee stukke kaas,
cheese, the chair is die stoel is klein
small 4. Later - hoër-vlak
4. Later – higher–level gebruik van woorde
use of words
• Charlesworth
• Atkins Chapter 4
 Teacher
Onderwyser
• Must use concept words • Moet konsepwoorde
during the whole day, not gebruik gedurende die hele
just during a lesson dag, nie net tydens 'n les
• Caution must be taken in nie
assessing a learners' • Wees versigtig om die
understanding of concept begrip van die
word they use. konsepwoord wat hulle
• What they hear and see, is gebruik, te assesseer.
what they do • Wat hulle hoor en sien, is
• A teacher is a wat hulle doen
communication role model • 'n Onderwyser is 'n
• Build the concept first, then kommunikasierolmodel
attach vocabulary to that • Bou die konsep eers, voeg
concept dan die woordeskat by die
konsep
 Oral strategies
Mondelinge strategieë
• Use of Math language • Die gebruik van
must go deeper than just Wiskunde taal moet
saying and spelling. dieper gaan as om net te
1. Group work sê en te spelling.
a) Talk mathematics 1. Groepwerk
b) Teacher listen and a) Praat wiskunde
correct mistakes b) Onderwyser luister en
c) Reading in group maak foute reg
2. Silent teacher c) Lees in groep
a) Let the learners 2. Stil onderwyser
explain/ read the a) Laat die leerders die
Math Wiskunde verduidelik /
lees

Thompson & Rubenstein

3. Correlation response 3. Koorreaksie -
– answer in a group antwoord in 'n groep
4. Develop mathematical 4. Ontwikkel wiskundige
language taal
Oral strategies encourage
student discourse and Mondelinge strategieë
can help educators moedig studente-diskoers
modify instruction in aan en kan opvoeders
important ways help om op belangrike
maniere te verander
 Visual strategies to enhance understanding of concepts and
mathematical language
Visuele strategieë om die begrip van konsepte en wiskundige taal
te beklemtoon

• Many students benefit • Baie studente baat by

when we support die ondersteuning van
verbal learning with verbale leer met
visual strategies visuele strategieë
 Strategies
Strategieë
1. Tree diagram – 1. Boomdiagram -
organizer of related organiseerder van
concepts verwante begrippe
Learners brainstorm in Leerders breinstorm alle
groups all aspects of aspekte van konsep in
concept and then organize groepe en organiseer dit
it into a tree diagram dan in 'n boomdiagram
2. Picture dictionaries 2. Prent woordeboeke
3. Mathematical graffiti 3. Wiskundige graffiti
4. Mathematical cartoon 4. Wiskundige spotprent
 Developing mathematical vocabulary in the Foundation Phase
Ontwikkeling van Wiskunde woordeskat in die Grondslagfase

• Counting rhymes – • Telrympies – hoor,

hear, see, do sien, doen
• Incidental reading – • Terloopse lees –
meaning of +, -, x, ÷. betekenis van +, -, x,
• Flash cards ÷.
• Picture sums • Flitskaarte
• Picture word • Prentjiesomme
problems • Prentjie woordsomme
• Word problems • Woordsomme
The six steps of effective vocabulary instruction
(Marzano, 2004)

1. Informal
explanations

6. Provide
2. Restate in
fun game-
own words
like activities

+ Examples of
activities
3. Construct
5.
picture,
Periodically
diagram
revisit terms
illustration

4.
Continuously
add to their
knowledge

Riccomini
 The six steps of effective vocabulary instruction
Die ses stappe van effektiewe woordeskat onderrig

• Step 1: Provide a description, • Stap 1: Verskaf 'n beskrywing,

explanation, or example of new verduideliking, of voorbeeld van
term. nuwe term.
• Step 2: Learners relate new term • Stap 2: Leerders stel nuwe term in
into own words eie woorde voor.
• Step 3: Learners create non- • Stap 3: Leerders skep nie-
linguistic representation for term linguistiese verteenwoordiging van
(picture, symbol, graphs) term (prente, simbole, grafieke).
• Step 4: Learners often do • Stap 4: Leerders doen meestal
activities that help add to aktiwiteite wat hulle help met die
knowledge of vocabulary byvoeging van kennis of
• Step 5: Learners often revise woordeskat
terms by discussing it with one • Stap 5: Leerders hersien terme
another deur dit met mekaar te bespreek
• Step 6: Learners often play games • Stap 6: Leerders speel meestal
to revise terms speletjies om die terme te hersien
 Aktiwiteit
Activity
• Use the 6 steps to • Gebruik die 6 stappe
follow when teaching wat gevolg moet word
terminology. om terminologie te
– Compile a tree onderrig.
diagram based on the – Trek 'n boom diagram
six steps of learning "tree map" gebaseer
(Marzano, 2004): op die ses stappe van
using equal as a leer (Marzano, 2004):
concept/new gelyk aan as 'n
vocabulary for learners konsep/nuwe
woordeskat.
 Strategies that aid effective vocabulary instruction
Strategieë wat effektiewe woordeskat onderrig ondersteun

a) Clear and precise a) Duidelike en presiese

teaching onderrig
b)Stimulating/ b) Stimulering en
refreshing prior koppeling van aan
knowledge voorkennis
c) Repetition (bestaande kennis)
d) Differentiation in c) Herhaling
teaching d) Differensiasie in
e) Cooperative learning onderrig
e) Kooperative leer
 Activities for teaching vocabulary development
Aktiwiteite om woordeskatontwikkeling te onderrig

a) Explicit/direct vocabulary instruction

b) Mnemonic strategies (cue, prompts)
c) Fluency building – multiple exposure
d) Game-like activities
e) Technology applications
 Explicit/Direct vocabulary instruction
Presiese/Direkte woordeskat onderrig
• Explicit articulation – term, definition and use
• Explicit instruction – independent/ conjunction with
other teaching strategies and techniques
– Logically sequenced
– Review prior knowledge and skills
– Provide step-by-step models of new skills – independent
practice
– Assist with connecting prior knowledge to new knowledge
– Check for understanding – questions and guided activities
• After explicit instruction:
– Create concept maps
– Individual maths dictionaries
– Word walls - new terms
Word walls with new terms
Woorde-muur
 Mnemonic strategies (cue, prompts)
Mnemoniese strategieë (gebare, stimulusse -
sintuie)
• Strategies and techniques to make learning
memorable and motivating
• Connecting new knowledge to prior
knowledge
• Mnemonic strategy – Keyword
– Similar sounding word
– Picture representation
– Create sentence – link keyword to definition
 Fluency building – multiple exposure
Bou van vloeiendheid – veelvoudige blootstelling
• Repeated & multiple • Herhaalde &
exposure to new veelvoude blootstelling
vocabulary aan nuwe woordeskat
• Planned, purposeful • Beplande, doelgerigte
and targeted practice praktyke of spesifieke
of specific content inhoud
– Flashcards – front : – Flitskaarte – voorkant :
term, back: definition term, agterkant:
and picture definisie en prent
– Index card – front (4 – Indekskaarte –
quatres): term, voorkant (4 kwarte):
definition and picture, term, definisie en prent,
back: Description of the agterkant: beskrywing
relationship of the front van die verhouding
side. van die voorkant.
 Game-like activities
Speletjies – tipe aktiwiteite
• Improves sight recognition • Verbeter sigwoord herkenning
• Improve and maintain • Verbeter en hou begrip in
understanding stand
• Continuous vocabulary • Aaneenlopende woordeskat
development ontwikkeling
• Makes learning vocabulary fun • Maak die leer van woordeskat
• Games: pret
– Jeopardy (quiz-game) – theme • Speletjies:
related game – Jeopardy (vraag-speletjie) –
– Mystery word – explain without tema verwante speletjie
the term – Geheime woord – verduidelik
– Word-O – Similar to Bingo sonder om term te gebruik
– Word-Sorts – Compare and – Woord-O – verwant aan Bingo
contrast to form categories – Woord-Sorteer – vergelyk en
kontrasteer om kategorieë te
vorm
 Activity
Aktiwiteit
• Use the internet and • Gebruik die internet en
find at least 3 different vind ten minste 3
types of commercially verskillende tipes
available manipulatives kommersieel
to use in the beskikbare apparaat
Foundation phase om in die
classroom. Grondslagfase-
• Look at the definition of klaskamer te gebruik.
Kinesthetic learning. • Kyk na die definisie van
What activities can you kinestetiese leer.
as a teacher use to Watter aktiwiteite kan jy
accommodate these as onderwyser gebruik
types of learners? om hierdie tipe leerders
te akkommodeer?
 Say this- instead of that - Guidelines for the teacher
Sê dit – in plaas van dat – Riglyne vir onderwysers

• Study material
Huges, Powell and
Stevens
Counting and Cardinality
Tel en Kardinaliteit
Number and operations in Base 10
Getal en bewerkings in Basis 10
 Numbers and Operations with Rational
numbers
Getalle en bewerkings met Rasionale getalle
Geometry
Geometrie
Measurement and data
Meting en data
 Think, pair, share
• Atkins p. 34 • NB: Must tell the class
• Increase the dialogue before hand that you
between students are going to Share what
• Assessment tool you talked about
• Think – give individual
time
• Pair – TALK to a partner
• Share – what did you
and your partner talk
about
MFPC 411 2023

Lesson Unit 1.1

Leereenheid 1.1
Language development
Taalontwikkeling
Admin
Introduction / Inleiding
• Why can we see • Hoekom kan
Mathematics as a Wiskunde as 'n taal
language beskou word?
• Describe a rectangle • Beskryf ‘n reghoek

Rectangles look
like windows. My
front door is a
rectangle.
(Breena – Grade 3)
 Mathematics as a language
Wiskunde as ‘n taal

Spoken Written
language language Reading Sybolism
Gesproke Geskrewe Lees Simbolies
taal taal

Voster Chapter 3
Mathematics is

• is the system used by mathematicians to

communicate mathematical ideas among
themselves.
• also a system of communication that has
vocabulary, grammar, syntax, and it is used by
people who understand it.
• contrast, the register of mathematics (Halliday, 1978),
which is unique to the subject,
• is highly formalised and includes symbols, pictures, words
and numbers.
• Since the mathematical register is used in unique ways, it
is not easily usable outside the
• mathematics classroom, not even in other subject
classrooms (NCTM, 2000; Dahl,2004).
• Consequently, the mathematical register and thus
mathematical language more generally, can indeed sound,
feel and look much like a foreign language, unless it is
made explicit to learners.
• LoLT: Language of • TvLO: Taal van Onderrig
Learning and Teaching en Leer
• Mathematics Register: • Wiskunde register: ‘n
A "register" of a language "Register" van 'n taal in
in this context refers to hierdie konteks verwys na
those subject specific daardie vakspesifieke
terminologie,
terminology, word woordbetekenis en
meanings and uitdrukkings wat gebruik
expressions that are word wanneer
used when kommunikasie in die
communicating in the domein van 'n spesifieke
domain of a specific vak of gespesialiseerde
subject or specialised veld plaasvind.
field. • Hierdie "register" sal slegs
• This "register" will only be ten volle verstaan ​word
fully understood by those deur diegene wat bekend
who have become geraak het met die
spesifieke betekenisse wat
acquainted with the aan woorde gegee word in
specific meanings given die konteks van die
to words in the context of betrokke gespesialiseerde
the relevant specialised veld
field.
Components of Mathematics as a language
Komponente van Wiskunde as ‘n taal
 Gafoor And Sarabi

Characteristics of Mathematics as a language

Karaktereienskappe van Wiskunde as ‘n taal
• Content: • Inhoud:
• Grapheme • Grafeem
• Lexicon/ Vocabulary • Woordeskat
• Structure: • Struktuur:
• Morphology • Morfologie
• Syntax • Sintaksis
• Phonology • Fonologie
• Function: • Funksie:
• Semantics • Semantiek
• Pragmatics • Pragmaties
Symbolic expressions in mathematical language
Simboliese uitdrukkings in die wiskundige taal

• Mathematics is a special-purpose • Wiskunde is 'n spesifieke-doelgerigte

language - own symbols and rules of taal - eie simbole en reëls van
grammar that are quite different from grammatika –verskillend van Engels en
those of English and other languages. ander tale.
• The symbolic language consists of • Die simboliese taal bestaan uit
symbolic expressions written in the way simbolies uitdrukkings geskryf soos die
mathematicians traditionally write them. tradisionele wiskundiges dit geskryf het.
• A symbol is a typographical character • 'n Simbool is 'n tipografiese karakter
such as: x,Φ,∪ . soos: x,Φ,∪ .
Some symbols commonly associated with Sommige simbole word algemeen
mathematical operations: geassosieer met wiskundige bewerkings:
• The symbol + is associated with the the • Die simbool + word geassosieer met
concepts of ‘plus’, ‘add’, ‘increase’ and die konsepte van ‘plus’, ‘voeg by’,
‘positive’ ‘vermeerder’ en ‘positief’
• −5°C, meaning a temperature of minus • −5°C, verteenwoordig 'n temperatuur
five degrees Celsius, etc. van minus vyf grade Celsius, etc.
Example
• Foundation phase
Voorbeeld •2+3=5

• Grapheme?
• Lexicon?
• Symbolic expression?
Interpretation of symbolic expressions
Interpretasie van simboliese uitdrukkings
• The order of operations is of • Die orde van bewerkings is
great importance. It is a van groot belang. Dit is die
collection of specific rules versameling van spesifieke
which gives the procedures to reëls vir die uitvoer van
perform, in order to evaluate prosedures om sodoende 'n
and/or to calculate a given gegewe wiskundige
mathematical expression. uitdrukking te evalueer en/of
Examples: uit te bereken. Bv:
a) 2⋅5+3 beteken doen die
vermenigvuldiging eerste, dan
a) 2⋅5+3 means do the word die vyf bygetel, wat dan 13
multiplication first, then add the is, waar as 2⋅(5+3) beteken ek
five, getting 13, whereas 2⋅(5+3) bereken die optel eerste en
means do the addition first, then vermenigvuldig dan eers met
multiply the result by 2, getting twee wat dan 16 gee.
16.

b) 4+ 3² means I multiply first b) 4+ 3² beteken ek

vermenigvuldig eerste
Interpretation of symbolic expressions
Interpretasie van simboliese uitdrukkings

23 x 4 + 6 x 3 + (4+3) – 16 ÷ 4 =
Structure
 Content:
Structure:
Function:
Structure Struktuur
• Morphology: Structure • Morfologie: Strukture
and construction of en konstruksie van
words (quadrilateral – woorde – poligone –
quadri (four); lateral poli (meer as een);
(sides)
gone (hoeke)
• Syntax: Grammar in
phrases and sentences • Sintaksis/Sinsbou:
– greater than and Grammatika in
equal to. uitdrukkings en sinne –
• Phonology: Speech groter as en gelyk aan
sounds/pronunciation – • Fonologie: Uitspraak
circumference, klanke -
perimeter
Function
 Content:
Structure:
Function:
Function Funksie
• Semantics: Meaning • Semantiek:
of the word – product Betekenis van die
(multiplication) woord – produk
• Pragmatics: Use of (vermenigvuldiging)
language in context – • Pragmaties: Gebruik
Mathematics van die taal in
classroom konteks – Wiskunde
klaskamer
What is the difference between the following?

• 10 – 2 and 2 – 10

• Rectangle and square

Activity / Aktiwiteit
• Study the following • Beskou die volgende
figure. figuur:
• Describe it to the • Beskryf dit vir die
person who's eyes persoon wie se oë
are closed toe is
 How is Mathematic language different from
other languages?
Hoe verskil Wiskunde taal van ander tale?
• No past, present or future • Geen verlede, hede of
toekoms
• No emotion
• Geen emosie
• Very precise/accurate
• Baie presies/akkuraat
The informal Mathematics register
Die informele Wiskunde register
• Informal register - • Informele register -
Home language: Huistaal:
• Communicate in home • Kommunikeer in
language to huistaal om konsepte
understand concepts, te verstaan, denke te
explain thinking, for verduidelik, te
reasoning. redeneer.
• Communicating • Kommunikasie stel die
enables the ontwikkel van formele
development of formal wiskunde register
mathematical register. instaat .
The formal Mathematics register
Die formele Wiskunde register

• Formal spoken • Formele spreektaal

language at by skool/universiteit –
school/universiteit – TvOL (Engels)
LoTL (English)
Linking the informal and the formal Mathematics register
Koppeling van die informele en formele Wiskunde
register

• The informal Mathematics register / Die informele Wiskunde register

• Educational/informative language/ Onderrig-/inligtingstaal

• The use of the informal mathematics register to facilitate new concepts /

Die gebruik van die informele wiskunde register om nuwe konsepte te
fasiliteer

• Linking the informal mathematics register to the formal mathematics

register / Koppel die informele wiskunde register met die formele
wiskunde register
• Educated language / Opvoedkundige taal
 Informal Formal
Informeel Formeel

Educational discourse – informal

Must lead to Educated math
math language of teaching and
language – Math register
learning
Moet lei tot Opvoedkundige
Opvoedkundige diskoers -
wiskunde taal - Wiskunde
informele wiskunde taal van
register
onderrig en leer
 Communication for linking the informal and the
formal Mathematics register
Kommunikasie vir die koppeling van die informele en
formele Wiskunde register
• Disputational talk: Agree • Dispuut gesprek: Stem
to disagree ooreen om te verskil
• Cumulative talk: Agree • Kumulatiewe gesprek:
with each others opinion Stem saam met mekaar
without engaging in the se opinies sonder om
issue daaroor in gesprek te tree
• Exploratory talk: • Ondersoekende
Educationally sound gesprek: Korrekte
method of communication onderrig metode van
kommunikasie

Thompson et al
 Aktiwiteit / Activity
• Use the Gr 3 CAPS – any • Gebruik die Gr 3 CAPS –
part in maths enige onderwerp
• Identify each of the • Identifiseer die volgende:
following
Enige diagram
Any diagram
Simboliese uitdrukking
Symbolic expression
Verbale uitdrukking
Verbal expression
Informele en formele taal
Informal and Formal
language Terminologie wat twee
betekenisse kan hê
Terminology that can have
two meanings
Maths  Other

Word problems
Specific language
Specific cultures
 Riccomini +
Categories of difficulties
Thompson et al
Kategorieë van probleme
a) Meanings are context a) Betekenis is konteks afhanklik
dependent (e.g., meter is 100 (e.g., meter is 100 cm vs.
cm vs. meter that measures meter wat watergebruik meet
water usage) b) Wiskundige betekenisse is
b) Mathematical meanings are meer presies (bv. produk as
more precise (e.g., product as die oplossing van ‘n
the solution to a multiplication vermenigvuldigingsprobleem vs
problem vs. the product a die produk wat ‘n maatskappy
company sells verkoop
c) Terms specific to mathematical c) Term spesifiek vs wiskundige
contexts (e.g., polygon, kontekste (e.g., poligone,
parallelogram, imaginary parallelogram, denkbeeldige
number) getalle)
d) Multiple meanings (e.g., side d) Verskeidenheid betekenisse
of a triangle vs. side of a cube) (e.g., sy van ‘n driehoek vs. sy
van ‘n kubus)
e) Discipline-specific technical e) Dissipline-spesifieke tegniese
meanings (e.g., cone as in the betekenisse (e.g., hoeke van
shape vs. cone as in ice cream vorms vs. hoeke aan visstokke)
cone)
f) Homonyms with everyday f) Homonieme met
words (e.g., pi vs. pie) alledaagse woorde (e.g., pi
g) Related but different vs. "pie")
words (circumference vs. g) Verwant maar
perimeter) verskillende woorde
h) Specific challenges with (poligone vs. veelhoeke)
translated words (e.g., h) Spesifieke uitdagings met
mesa vs. table) vertaalde woorde (e.g.,
i) Irregularities in spelling mesa vs. tafel)
(e.g., obelus [÷] vs. obeli i) Onreëlmatigheid in
(plural of obelus) spelling (e.g., rant vs rand)
j) Concepts may be j) Konsepte kan op meer as
verbalized in more than een wyse geverbaliseer
one way (e.g., 15 minutes word (e.g., 15 minute oor
past vs. quarter after) vs. Kwart oor)
k) Students and teachers k) Studente en onderwysers
adopt informal terms gebruik informele terme
instead of mathematical ipv wiskundige terme
terms (diamond vs. (diamant vs. rombus)
rhombus)
 Potential difficulty Example
1.4.1 Meanings are context dependent D A Product / Produk
Betekenis is afhanklik van konteks
1.4.2 Mathematical meanings are more A B Eng students: Pi vs pie
precise Afr students: rant vs rand
Wiskundige betekenis is meer
presies
1.4.3 Multiple meanings E C 15 min past vs quarter past
Veelvuldige betekenisse 15 min na vs kwart oor
1.4.4 Homonyms with everyday words B D Square / Vierkant
Homonieme met alledaagse woorde
1.4.5 Concepts may be verbalized in more C E Side of a triangle vs side of a cube
than one way Sy van ‘n driehoek vs sy van ‘n
Konsepte kan op meer as een kubus
manier uitgespreek word.
1.4.6 Discipline specific technical G F Diamond vs rhombus
meanings Diamant vs rombus
Dissipline spesifieke tegniese
betekenisse
1.4.7 Informal terms instead of F G Cone as shape vs icecream cone
mathematical terms Hoeke van vorms vs hoeke aan ‘n
Informele terme ipv wiskundige visstok
terme
Difficulty with symbols
Probleme met simbole
• Multiple words needs to • Veelvuldige woorde
verbalize a symbol, eg. moet 'n simbool
≤ verbaal, bv. ≤
• Multiple verbalizations • Meervoudige uitsprake
are possible for single is moontlik vir enkel
symbol, eg +  plus, simbool, bv. + Plus,
increase vermeerder
• No clues are • Geen leidrade is in
embedded in symbols simbole ingebed om
to help the learner with die leerder te help met
the meaning of symbol die betekenis van die
simbool nie
 Three different language contexts
Drie verskillende taal kontekste
• Urban/ suburban • Stad/ voorstede
• Township • Dorp
• Rural • Platteland
Three different language contexts
Drie verskillende taal kontekste
• Urban-suburban environment – • Stad/ voorstede –
English/ Afrikaans - context Engels/Afrikaans - konteks
• Urban/ Township context – • Stad/ Dorp konteks – sterk
strong regional language, co-exist streeks taal, bestaan saam met
with different other languages (not verskillende ander tale (nie hoë
high English proficiency). Engelse bevoegdheid nie).
• Rural context – English is mainly • Plattelandse konteks –
at school. Most have the same Engels/Afrikaans is hoofsaaklik
home language. net by die skool. Meeste leerders
praat dieselfde huistaal.
• Teachers codeswitch ( move back
and forth) in the last two contexts. • Onderwysers “codeswitch”
(beweeg heen-en-weer) tussen
• Teachers have to choose die twee kontekste.
language strategies and
mathematical language teaching • Onderwysers kies taalstrategieë
practices. en wiskunde taal onderrig
praktyke.
Aktiwiteit / Activity
Imagine yourself the Stel julleself die volgende
following: voor:
You are in Gr. 4. You go to Jy is in Gr 4. Julle trek na
another town and there is 'n ander dorp en daar is
no English school. nie 'n Afrikaanse skool nie.
1. Describe what your 1. Beskryf wat jou gevoel
feeling will be in class. gaan wees in die klas.
2. What problems will you 2. Watter probleme gaan
experience? jy ervaar?
3. How are you going to 3. Hoe gaan jy die
overcome the probleme oorkom?
problems?
Language phenomena with examples
Taalverskynsels met voorbeelde
• Visibility and • Sigbaarheid en
invisibility of language onsigbaarheid van
• Word-walking (Code taal
switching) • Woord stap (Kode
• Decoding verwisseling)
• Double -decoding • Dekodering
• Self-talk • Dubbele dekodering
• Self-gesprek
Activity / Aktiwiteit
• How will you, as a • Hoe gaan jy as
teacher, overcome onderwyser die
the problem of self- probleem van self
talk in the classroom? gesprek in die
klaskamer oorkom?
Objectives of teaching mathematics as a
language
Doel van onderrig van Wiskunde as ' n taal
Learners must Leerders moet
• Understand, use, • Wiskunde verstaan,
analyze and judge gebruik, analiseer,
math symbols and ontwerp en beoordeel
formalisms simbole en formele
• Switching from taal
natural language to • Skakel van natuurlike
formal Math language taal/informele taal na
formele Wiskunde
taal Gafoor
Demonstrating the mastery of Math language
/ Demonstrering van die bemeestering van
Wiskunde taal
• Communicating in, • Kommunikeer in, met
with and about maths en oor wiskunde
• Understanding others • Verstaan ​ander
written, visual or oral mense se skriftelike,
texts visuele of mondelinge
• Expressing oneself in tekste
oral, visual or written • Uitdrukking in
form mondelinge, visuele
• Ask and answer of skriftelike vorm
questions! • Vra en beantwoord
vrae! Gafoor
Implication of teaching mathematics as a language
Effek/Implikasie vir onderrig van Wiskunde as ' n taal

• Students must • Studente moet

• Think • dink
• Read • Lees
• Talk and • Praat en
• Write about • Skryf oor inligting
information
Class activity - submit
Concept: triangle Konsep: driehoek
Write a dialogue Skryf ‘n dialog tussen ‘n
between a teacher and a onderwyser en ‘n leerder.
learner. Die volgende moet
The following must be sigbaar wees:
visible: • Formele en informele
• Formal and informal taal
language must be • Dubbel - dekodering
present.
• Double de-coding
© North-West University (2012)
Lesson Unit 1.2
Leereenheid 1.2

MFPC 411
2022
 Significant concepts
 Define the mastering of Mathematics as language. (Gafoor & • Definieer die bemeestering van Wiskunde as
Sarabi, 2015) taal. (Gafoor & Sarabi, 2015)
• Definieer die kriteria vir die bemeestering van
 Define the criteria for mastering Mathematics as a language Wiskunde as 'n taal (Haylock & Cockburn,
(Haylock & Cockburn, 2008:7) 2008:7)
• Identifiseer die verbande wat die leerders moet
 Identify the connections the learners should make in maak om Wiskunde as taal te bemeester.
mastering Mathematics as language.
• Onderskei met voorbeelde die koppeling van
 Distinguish with examples the linking new experiences with
nuwe ervarings met vorige leer in die
bemeestering van Wiskunde as taal.
previous learning in mastering Mathematics as language.
• Beskryf met voorbeelde die onderrigmodel om
 Describe with examples the teaching model to utilise when te gebruik wanneer Wiskunde as taal onderrig
teaching the Mathematics as language (Haylock & Cockburn,
word (Haylock & Cockburn, 2008:10)
2008:10) • Verduidelik die belangrikheid van die
Wiskundige konsepte as 'n netwerk van
 Explain the importance of the Mathematical concepts as a verbindings.
network of connections. • Motiveer die belangrikheid van wiskundige
aktiwiteite in die bemeestering van Wiskunde as
 Justify the significance of mathematical activities in mastering taal.
Mathematics as language. • Identifiseer die kognitiewe las wat betrokke is by
die bemeestering van Wiskunde as taal. (Gafoor
 Identify the cognitive load implicated in mastering & Sarabi, 2015)
Mathematics as language. (Gafoor & Sarabi, 2015)
• https://www.youtube.com/watc
h?v=YtERoY3nVl8&ab_channel=
AustralianMathematicalSciences
Institute
 Define the mastering of Mathematics as
language. (Gafoor & Sarabi, 2015)
• Communicating in, with and • Kommunikeer in, met en oor
about mathematics Wiskunde
• Understanding other’s written, • Verstaan ander se geskrewe,
visual or oral ‘text’ visuele of gesproke `teks’
• Expressing oneself , at different • Druk jouself uit, op verskillende
levels of theoretical and vlakke van teoretiese en tegniese
technical precision, in oral, visual presiesheid, gesproke, visuele of
or written form. geskrewe vorm
It includes to understand and to interpret oral expressions of mathematics, to decode written and
graphical representations of mathematical ideas, to express quantitative ideas and statements
orally and in writing in varied contexts
Define the criteria (components) for
mastering Mathematics as a language
(Haylock & Cockburn, 2008:7)
Four key components: • Vier hoof gedeeltes:
• Concrete material (manipulatives) • Konkrete materiaal
• Symbols (cards, copy, represent) • Simbole
• Language (reading and making • Taal en
sentence) and • Prentjies
• Pictures (manipulating pictures)
• Learners must be able to • Leerders moet kan
communicate! kommunikeer!
exploring the relationship between mathematical symbols and the other components of children’s
experience of mathematics, such as formal and everyday language, concrete or real-life situations
and the various kinds of pictures.
Identify the connections the learners should
make in mastering Mathematics as language
• What happens if a learner counts out loud as
• Connection between concrete they climb the steps? (language of number
experiences, pictures, math with physical experience)
symbols and math language • Or: Playing with dominos? (language of
number on the game piece with physical
experience)
Language in this model includes formal By pictures, I have in mind all kinds of
mathematical language: subtract, multiply, divide, charts, graphs, pictograms and sorting
equals, and so on. It also includes more informal diagrams and, especially, the picture
language appropriate to various contexts: taking of number as provided in number
away, so many lots of so many, sharing, is the same strips and number lines.
as, makes, and so on. In particular,
it includes key patterns of language, such as in
these examples: 8 is 3 more than 5, and 5 is 3 less
than 8; 12 shared equally between 4 is 3 each

Practical/real-life experiences include any kind

of engagement with physical objects, such as
counters,
Symbols are those we use to
coins, blocks, fingers, containers, groups of
represent numbers and
children, board games or toys. This component also
number operations, equality
includes any real-life situations, such as shopping,
and inequality: 3, ¾, 0.78, +,
measuring, travelling, cooking or playing in the
–, ×, ÷, =, <, >, and so on.
playground,
whether actual or imagined.
Haylock, D & Manning, R. Mathematics explained for Primary teachers.
Explain with examples the linking of new experiences
with previous learning in mastering Mathematics as
language. (p. 9)
• The more strongly connected the experience - Think of understanding of concepts of number
is, the greater and more secure is our and number operations
understanding
- Concrete experiences, symbols, language
• Teacher must help to build up connections
and pictures : playing board game
between the four key components
Describe with examples the teaching model
to utilise when teaching the Mathematics as
language (Haylock & Cockburn, 2008:10)
Activity: the shape for 5 -
connected with language ‘5’
• Play with materials that is
connected to the language of “5”
• Task needs to have a part of the
activity that shows the position
of 5 between other numbers.
• Child connect number as he fills
each hole in the plate with a
peg.
• Connection – language –
picture- patterns – physical
action and simbols
How do learners manipulate language of both formal mathematical language and
less formal language in harnessing understanding mathematics (Haylock &
Cockburn, 2008)? / Hoe manipuleer leerders taal van beide formele wiskundige taal
en minder formele taal om wiskunde te verstaan (Haylock & Cockburn, 2008)?
Explain the importance of the Mathematical
symbols as a network of connections.
• Symbol is a way of representing a •4+2=6
concept, network of concepts
• Give a few different experiences
• Symbol become a means whereby we
can manipulate that concepts
according to various rules.
• Without symbols – cannot manipulate
concepts - Hence, can be thought of a network of connections
between symbols, language, concrete experiences
• It enables us to talk about and pictures
understanding in mathematics to
view the growth of understanding
as the building up of cognitive
connections
Language activities
• Work zero and the symbol 0 (have
nothing, zero bank account, 0 on a
number line)
• A4 paper and A5 paper – what can
we say about both
• Equals sign representing an
equivalence – 2 + 4 = 6. Make a
statement (something is the same
about adding 2 and 4 and 6.
Emphasize that the equal means
“same as”. Connect with previous
concrete experience)
Identify the cognitive load implicated in
mastering Mathematics as language. (Gafoor
& Sarabi, 2015
• Mastering math concepts,
processes and related skills
WITH
• Specific language for
communication
• Teachers and learners focus on
processes and skills , but they do
not have the language to
communicate
• THUS: negativity, anxiety and
fear!
Class activity
https://www.youtube.com/watch?v=0lj3Yg1TbA8&ab_channel=jontynumicon

• While watching this video, give

the following:
• What symbols were used?
• Pictures?
• Concrete experiences?
• Language?

• What connections were made?

Lesson Unit 1.2
Leereenheid 1.2

MFPC 411
2022
 Significant concepts
 Define the mastering Mathematics as language. (Gafoor & • Definieer die bemeestering van Wiskunde as
Sarabi, 2015) taal. (Gafoor & Sarabi, 2015)
• Definieer die kriteria vir die bemeestering van
 Define the criteria for mastering Mathematics as a language Wiskunde as 'n taal (Haylock & Cockburn,
(Haylock & Cockburn, 2008:7) 2008:7)
• Identifiseer die verbande wat die leerders moet
 Identify the connections the learners should make in maak om Wiskunde as taal te bemeester.
mastering Mathematics as language.
• Onderskei met voorbeelde die koppeling van
 Distinguish with examples the linking new experiences with
nuwe ervarings met vorige leer in die
bemeestering van Wiskunde as taal.
previous learning in mastering Mathematics as language.
• Beskryf met voorbeelde die onderrigmodel om
 Describe with examples the teaching model to utilise when te gebruik wanneer Wiskunde as taal onderrig
teaching the Mathematics as language (Haylock & Cockburn,
word (Haylock & Cockburn, 2008:10)
2008:10) • Verduidelik die belangrikheid van die
Wiskundige konsepte as 'n netwerk van
 Explain the importance of the Mathematical concepts as a verbindings.
network of connections. • Motiveer die belangrikheid van wiskundige
aktiwiteite in die bemeestering van Wiskunde as
 Justify the significance of mathematical activities in mastering taal.
Mathematics as language. • Identifiseer die kognitiewe las wat betrokke is by
die bemeestering van Wiskunde as taal. (Gafoor
 Identify the cognitive load implicated in mastering & Sarabi, 2015)
Mathematics as language. (Gafoor & Sarabi, 2015)
• https://www.youtube.com/watc
h?v=YtERoY3nVl8&ab_channel=
AustralianMathematicalSciences
Institute
 Define the mastering Mathematics as
language. (Gafoor & Sarabi, 2015)
• Communicating in, with and • Kommunikeer in, met en oor
about mathematics Wiskunde
• Understanding other’s written, • Verstaan ander se geskrewe,
visual or oral ‘text’ visuele of gesproke `teks’
• Expressing oneself , at different • Druk jouself uit, op verskillende
levels of theoretical and vlakke van teoretiese en tegniese
technical precision, in oral, visual presiesheid, gesproke, visuele of
or written form. geskrewe vorm
It includes to understand and to interpret oral expressions of mathematics, to decode written and
graphical representations of mathematical ideas, to express quantitative ideas and statements
orally and in writing in varied contexts
Define the criteria for mastering Mathematics
as a language (Haylock & Cockburn, 2008:7)
Four key components: • Vier hoof gedeeltes:
• Concrete material • Konkrete materiaal
• Simbole
• Symbols • Taal en
• Language and • Prentjies
• Pictures
• Learners must be able to • Leerders moet kan
communicate! kommunikeer!
exploring the relationship between mathematical symbols and the other components of children’s
experience of mathematics, such as formal and everyday language, concrete or real-life situations
and the various kinds of pictures.
Identify the connections the learners should
make in mastering Mathematics as language
• Connection between real • What happens if a learner count
objects, pictures, math symbols the steps while walking?
and math language • Or: Playing with dominos?
- Equivalence = learners recognise what is
the same about mathematical objects
- Transformation = recognise what is
different or what has changed
- Mathematics symbols – where a symbol represents a network of
connections. It represents a concept
- The symbol for zero -word is zero, symbol is 0. Can mean nothing the
concept of ‘equals’, that we normally represent by the equals sign.
- Equals sign representing an equivalence – 2 + 4 = 6
- The equals sign representing transformation – two sets to make up
one
Language in this model includes formal By pictures, I have in mind all kinds of
mathematical language: subtract, multiply, divide, charts,
equals, and so on. It also includes more informal graphs, pictograms and sorting
language appropriate to various contexts: diagrams and, especially,
taking away, so many lots of so many, sharing, is the the picture of number as provided in
same as, makes, and so on. In particular, number
it includes key patterns of language, such as in strips and number lines.
these examples: 8 is 3 more than 5, and 5 is
3 less than 8; 12 shared equally between 4 is 3 each

Symbols are those we use to Practical/real-life experiences include any kind

represent numbers and of engagement with physical objects, such as
number operations, equality counters,
and inequality: 3, ¾, 0.78, +, coins, blocks, fingers, containers, groups of
–, ×, ÷, =, <, >, and so children, board games or toys. This component also
on. includes any real-life situations, such as shopping,
measuring, travelling, cooking or playing in the
playground,
whether actual or imagined.

Haylock, D & Manning, R. Mathematics explained for Primary teachers.

Distinguish with examples the linking of new experiences
with previous learning in mastering Mathematics as
language. (p. 9)
• The more strongly connected the experience - Think of understanding of concepts of number
is, the greater and more secure is our and number operations
understanding
- Concrete experiences, symbols, language
• Teacher must help to build up connections
and pictures {plates – the shape for 5 -
between the four key components
connected with language ‘5’
Describe with examples the teaching model
to utilise when teaching the Mathematics as
language (Haylock & Cockburn, 2008:10)
How do learners manipulate language of both formal mathematical language and
less formal language in harnessing understanding mathematics (Haylock &
Cockburn, 2008)? / Hoe manipuleer leerders taal van beide formele wiskundige taal
en minder formele taal om wiskunde te verstaan (Haylock & Cockburn, 2008)?
Explain the importance of the Mathematical
symbols as a network of connections.
• Symbol is a way of representing a • 4+2=6
concept, network of concepts • Give a few different experiences
• Symbol becomes a means whereby
we can manipulate that concepts
according to various rules.
• Without symbols – cannot manipulate
concepts - Hence, can be thought of a network of connections
between symbols, language, concrete experiences
• It enables us to talk about and pictures
understanding in mathematics to
view the growth of understanding
as the building up of cognitive
connections
Justify the significance of mathematical activities in
mastering Mathematics as language.
• Activities help with the making • Children learning mathematics can be
considered being in double disadvantage.
of the connections between Compared to learning of languages, social
sciences and even natural sciences, learning
symbols, pictures and Language of mathematics calls for higher cognitive
• Learners must think bout, read investment in learning concepts and principles,
processes and related skills and specific
about, talk about and write language for communicating what is being
learn
about information. That happens
in every activity.
Identify the cognitive load implicated in
mastering Mathematics as language. (Gafoor
& Sarabi, 2015
• Mastering math concepts,
processes and related skills
WITH
• Specific language for
communication
• Teachers and learners focus on
processes and skills , but they do
not have the language to
communicate
• THUS: negativity, anxiety and
fear!
Class activity
https://www.youtube.com/watch?v=0lj3Yg1TbA8&ab_channel=jontynumicon

• While watching this video, give

the following:
• What symbols were used?
• Pictures?
• Concrete experiences?
• Language?

• What connections were made?