From policy to practice : giving attention to language in primary mathematics education

Abstract

The National Curriculum Framework of Malta (2012) states that attention needs to be given to the issues of the use of language/sin different learning areas. This recommendation resonates with international literature within mathematics education which holds that an essential aspect of learning mathematics is becoming aware of, and using, the language related to the subject. In Malta, the language of written mathematics is English, and hence the academic register of mathematics is in English. However, many Maltese learners and teachers tend to use both Maltese and English for verbal interaction and, thus, translanguaging may be a common feature in many classrooms. Furthermore, classrooms are becoming increasingly mixed in terms of nationalities or language groups. In this paper, I argue against a view of language-separation that has prevailed for many decades. Rather, I uphold an acceptance of the various languages available to learners and I recommend that explicit attention be given to 'mathematical' language through suitable pedagogic strategies. I give examples of how this might be done, by drawing on data taken from two Maltese primary classrooms wherein I carried out teaching/research experiences. One class consisted of Maltese pupils, while in the other class, many different home languages were represented. The classroom data, together with data collected from one-to-one conversations with a number of pupils, indicated that the explicit focus on mathematical language prompted pupils' increased use of language generally, and also enhanced articulation of mathematical ideas through English. I conclude the paper by suggesting further research that might be carried out on language and mathematics. The National Curriculum Framework, which strongly promotes inclusive education, also encourages reflection on medium of instruction issues. I believe that a variety of research directions may help us to move from policy to practice.