Abstract

This paper explores the nature of the language used when teaching mathematics to young children. It proposes that an important part of the teaching of a mathematical concept is the introduction of specific terminology. Children may need to be taught new meanings for already familiar words. The timing of these introductions to new words or meanings is critical to their understanding of the concepts being taught. It will be argued that there are two aspects of the children's learning that need to be considered. First, their understanding of the concept being introduced, and secondly, their learning the appropriate word to describe that concept. By assessing children's understanding of new mathematical concepts through their own use of the terminology, the teacher can then negotiate new meanings with them through practical experiences, introducing new word meanings only when the concepts have been understood