LANGUAGE, PARALINGUISTIC PHENOMENA AND (SAME OLD)
MATHEMATICS REGISTER
BY
David Pimm
SUMMARY
David Pimm (2021)argues
that language data is central to mathematics research. His article looks into
the complex link between spoken and written language in Mathematics and maintains
that the recognition of the distinction between writing and speaking of
language especially in mathematics is not given enough attention and currently
under focused. The “Mathematics register” which is the language, symbols and
conventions used to communicate mathematical ideas is not as universal as it is
commonly believed but rather varies across different natural languages
reflecting cultural and linguistic differences.
Pimm(2021) emphasizes that apart from the written and spoken
languages captured in the mathematics register there are some non-verbal and
vocal elements such as gestures, intonations(tone of voice) and facial
expressions that convey meaning and emotions in mathematics and that these
paralinguistic phenomena should be included in the mathematics register because
they are vital for effective mathematical communication and maintains that they
will help to create a link between written and spoken languages instead of the
old symbolic and written language.
Pimm(2021) challenges the idea that mathematics is a
universal language and that the inconsistency of the mathematics register
arises from its cultural and linguistic variability. This variability can lead
to misunderstanding and communication challenges.
In conclusion, Pimm uses the four midstream and practical
experiences used in the article; to
challenge the idea behind the use of mathematics register, he was able to request
for a critical analysis of the difference between spoken and written language
by emphasizing the importance and inculcation of gestures, tones and facial
expressions in the teaching and learning of mathematics .
Stop 1
“Mathematics is not a language, despite common place claims
to the contrary, let alone a universal one.” Page 5
I resonate at this quote because have often heard people
say that mathematics is a universal language. This so interesting
because as language uses vocabulary and grammar so does mathematics uses formal system of symbols, structures and notations. However, unlike
other natural languages like English ,Urhobo(Nigeria) etc.Matthematics lacks the cultural
and emotional feeling that natural language carries and there is need to realize
that there is a rich cultural diversity in how mathematical concepts are
understood and communicated .I recall in one of the previous article I read on “VERBIFICATION OF MATHEMATICS “ by Lisa Lunney Borden(2011), the Mkwamq people understood mathematics
better because it was verb-based but this may not be applicable in another country
or community. It is also good to note that if we talk about the symbol for multiplication
for example, while some countries are using “x “, some other countries
are using “, “or “. “ to represent the
same concept. These differences can affect how mathematics is communicated and
understood.
Question: In what
way do you think the assumption of universality of mathematics in mathematics affect
students from diverse linguistic and cultural background in a class room
environment?
Stop 2
“There are also other kinds of pedagogic gestures used in
relation to a text written on the board (including diagrams) not least which
can create non-linear text, connections and direct students attention” page 7
Explanation: Impacting Mathematics has really gone beyond the passive means
of teaching and even the lecture method. for the teacher to carry students
along in the teaching and learning process ,S/he has to include other forms of demonstration to enable the students comprehend.
These paralinguistic Phenomena like (intonation, gestures and facial expressions) help students connect with different parts of the lesson. For example, a teacher
might point on a diagram on the board while explaining a concept to help
students see the connection between the picture and the math idea. These movement
also help the students stay focused, more interactive and easier to follow showing
that math is not just about symbols and numbers but about how we connect and communicate
ideals. For example, In the article, the lecturer moved his hand vertically up
and down, increasing in speed, while saying, “tak tak tak tak tak tak tak tak
tak”, one sound per move (whether up or down), and the speed of speaking
matched the speed of his hand moving. I also remembered when a Susan Gerofsky
asked Nathan to make a particular sound in class, this made me always remember the
linguistic class.
Question: Can you share specific examples of how gestures has helped
clarify mathematical concepts for your students ?
Hi Clementina,
ReplyDeleteThank you for your summary and response. I believe the generalization of mathematics as a universal language can be a harmful assumption. As you wonderfully pointed out, mathematics is experienced differently across cultures. It’s crucial for teachers to recognize the intersectionality of cultures and experiences that shape our students’ learning. To do this, we must remain open to hearing from our students and be willing to learn from them and adapt our teaching accordingly.
I consider myself quite a gestural teacher, not so much in terms of physical gestures but through my "funny" and vivid facial expressions throughout lessons. Many of these expressions reflect my own learning and teaching experiences, whether positive or negative. Being stoic has never been my personal style, and I find that frequently reacting to student answers and my own teaching demonstrates active listening! This approach helps decenter the traditional conception of the mathematics teacher (stoic, unkind, strict, etc.) and encourages my students to feel more relaxed, allowing them to crack jokes and actively participate.
Thank you Clementina for the summary. As mentioned in Anna’s reading for this week, mathematical language often has specific meanings that differ from everyday usage, which helps students to understand the mathematical contexts in clear.
ReplyDeleteMathematical language often has specific meanings that differ from everyday usage, which can lead to misunderstandings, especially for multilingual learners. Additionally, cultural differences in problem-solving approaches and prior learning experiences can impact how students engage with mathematical concepts.If teachers use clear mathematical language, connect it to student’s cultural background students feel confident and engaged in mathematics.
From my experience with primary students, I thinks gestures play an important role in understanding mathematics concepts. Many students have fear to clarify their doubts or questions when introduced a new mathematical ideas. As a teacher, through our gestures we can make the students feel relaxed and confident to make the concepts clear. For instance, when I was teaching the months of a year students had doubt to distinguish the months from 30days and 31 days. At that time, I used my hands to show them a trick to help them remember easily. In addition to this, when teaching angles, I used my arms to demonstrate different angles, which made it easier for students to understand the concept deeply.
I wonder if there are cultural and emotional feelings experienced by learners (and mathematicians) in reading and writing mathematical expressions! There are many mathematical poets who have been finding those hidden feelings.
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