MARILYN BURNS ON THE LANGUAGE of MATH

Parlez-vous geometry? Sprechen sic fractions? An expert's

guide to teaching math's unique vocabulary.
Math can sometimes seem like a strange language from a
foreign land--one communicated in symbols, numbers, and
geometric figures. And when we talk about mathematical
concepts, even familiar, garden-variety words--such as
parallel, power, even, odd, multiply, difference, product,
positive, and negative--take on brand-new meanings.
What's the best way for teachers to help students master this
unique vocabulary? In 2000, after analyzing two decades of
research on vocabulary instruction, the National Reading
Panel concluded that there is no one best method for
teaching vocabulary. Rather, teachers need to use a variety
of methods for the best results, including intentional, explicit
instruction of specific vocabulary words.
With this in mind, we asked Marilyn Burns, founder of Math
Solutions Professional Development and a frequent
contributor to Instructor, how teachers can effectively
integrate math vocabulary into their lesson plans.
Q How is math like another language?
A The meanings of words in general usage are often very
different from their mathematical meanings. Take even, for
example: In common usage we talk about shares being even
when each person has the same amount, or knitting stitches
being even when they are consistently the same size, or a
person having an even disposition, or getting even when we

feel we've been wronged. This is further complicated in the

context of mathematics where we use even to describe a
whole number divisible by 2, which means it can be divided
(or shared, if you like) into two equal groups with nothing
remaining, or a remainder of zero.
Even is just one example. In common usage, meter can refer
to a poetic rhythm or to a device, like a water meter, that
measures flow; in mathematics, meter is a unit of length. In
common usage, when we talk about things that multiply,
such as animals or plants, we mean that they increase in
number; when we multiply numbers in mathematics,
however, we specifically mean that we are combining a
certain number of equal size groups, which we often
describe as repeated addition. And while the quantities
always increase in real-world contexts when things multiply,
in the world of mathematics, when we multiply fractions, the
answer is often less than one or both of the numbers we
multiply!
Q Should we teach math the way we teach a second
Language?
A It's not exactly analogous to learning a foreign language.
When studying Spanish, I learned new words for naming
things, asking questions, describing my thoughts, and so on.
But I already had knowledge about the ideas I wanted to
express, and learning Spanish was all about learning a new
language for communicating these ideas.
In contrast, the purpose of the language of mathematics is
communicating about mathematical ideas, and it's necessary

first to acquire knowledge about the ideas that the

mathematical language describes. Only when I understand
mathematical ideas do I have a reason for learning the
correct language of mathematics to communicate about
these ideas.
Q What's the best to teach way both ideas and vocabulary?
A Mathematical vocabulary, and also mathematical symbols,
are determined by social conventions. For example, it's not
possible to figure out through reasoning that the numbers we
multiply are called factors--this is an arbitrary, agreed-upon
convention. In contrast, mathematical ideas have their
foundation in logic. The source of the knowledge lies inside
the learner.
For both types of knowledge--social and logical--explicit
instruction is essential. However, the character of the
instruction vastly differs. For teaching social knowledge, we
must provide the information to the learner--through
explanations or through access to another source of
information. There's no way to figure out on our own that
numbers that aren't divisible by 2 are called odd numbers,
for example.
However, knowing if a specific number is or isn't divisible by
2 calls for mathematical knowledge that we gain by
synthesizing what we know about division, and connecting
this understanding with what we know about patterns of
numbers. Teachers must first make sense of these concepts
themselves, then use appropriate instruction that helps kids
make their own sense of the concepts.

Q Give us an example of teaching a math concept followed

by the relevant vocabulary.
A To help young children develop understanding about even
and odd numbers, I use an activity called Two-Hand Take
Away.
First give each child seven objects, such as cubes, and have
them place them in a row. Then, using both hands, the
children take one away from each end of the row. Verify with
them that now there are only five cubes in the row. Have
them do this again, leaving three, and once more, leaving
only one cube. Now they're done because it's not possible to
do another two-hand take away. Now repeat the activity with
eight objects; this time they wind up with no cubes left over.
Have children keep track of what happens by writing the
numbers of cubes they start with in one of two columns:
"Zero Left Over" or "One Left Over."
After they record the activity using seven and eight objects,
they can try again using other numbers of their choice.
Encourage students to predict each time.
After many trials, give each child a 1-to-100 chart titled "Zero
Left Over."(List 1 through 10 across the top, 11 through 20
underneath it, 21 through 30 underneath that, and so on.)
Ask kids to color in all the numbers with zero left over. Now
talk about the pattern, both on the chart (colored-in numbers
are all in the same columns) and by looking at the digits in
the ones places (which are always 0, 2, 4, 6, or 8). After
children can predict what will happen for any number of
objects when they do Two-Hand Take Away, they're ready to

learn the mathematical language: that those numbers with

zero left over are even and those with one left over are odd.
Q What other strategies are best for teaching math
vocabulary?
A First, identify the vocabulary to be taught. It's important to
determine the relevant terminology for each unit of study and
for daily lessons. Introduce the vocabulary only after
developing understanding of the related mathematical ideas,
connecting its meaning to the students' learning experiences.
Write new vocabulary on a class chart. Seeing words written
is supportive for all students, and essential for some. Have
students keep their own lists. Copying words from the chart
will give students a first experience with writing them down,
and they can use these lists for at-home assignments.
When vocabulary relates to mathematical symbols, point to
the symbols when saying the words. Have the students
pronounce the words themselves.
Encourage students to use the vocabulary in discussions
and on assignments, and use it repeatedly and consistently
yourself. Prompt students to use new terminology when they
present ideas or complete assignments. For older students,
introduce words with multiple meanings, and have kids
define them.
PHOTO (COLOR)
POLYGON POWER: FROM CONCEPTS TO VOCAB

STEP 1: I drew a vertical Line to divide the board into two

columns and placed two shapes drawn on cards in each

column. I didn't Label the columns yet, but planned later to

label the Left column "Polygons" and the right column "Not
Polygons."
STEP 2: I held up four more shapes, and students voted as
to which column they should go in. I then told them where
each shape belonged and placed it there.
STEP 3: I asked students to think quietly about what they
thought was my classification system. Then, in pairs, they
talked about their ideas and drew a shape they would Like to
add to the chart.
STEP 4: Next, students shared their drawings, and we
worked together to sort them correctly on the chart.
STEP 5: I labeled the columns: "Polygons" and "Not
Polygons." I asked what they thought were the
characteristics of the shapes that were polygons, and I wrote
their ideas on the board. Together, we wrote a definition of
polygon.
STEP 6: Finally, I used the shapes posted to introduce or
reinforce additional, vocabulary related to polygons: triangle,
quadrilateral, square, parallelogram, rhombus, rectangle,
pentagon, and so on.
and classify polygons.