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It explains how weak vocabulary understanding can reduce classroom participation, prevent successful task completion, and lower performance in tests. 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Explain meanings carefully, rehearse them several times, encourage use in oral sessions through questioning, and support reading and writing so spelling becomes accurate.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},493563,1793147646,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Mathematical Vocabulary Book  \nINTRODUCTION  \nWho is this book for?  \nThe purpose of this book is to identify the words and phrases that children need to understand and use if they are to make good progress in mathematics. It is designed to support the National Numeracy Strategy alongside the Framework for Teaching  \nMathematics.  \nThis booklet will be of particular interest to you if you are:  \na class teacher  \na member of staff supporting pupils learning English as an additional language  \na special needs teacher or assistant  \na classroom assistant working with pupils in mathematics lessons  \na parent or other adult supporting children in class or at home  \nWhy is the book needed?  \nThere are three main ways in which children’s failure to understand mathematical vocabulary may show itself: children do not respond to questions in lessons, they cannot do a task they are set and/or they do poorly in tests.  \nTheir lack of response may be because:  \nthey do not understand the spoken or written instructions,  \nsuch as ‘draw a line between…’, ‘ring…’or ‘find two different ways to…’  \nthey are not familiar with the mathematical vocabulary,  \nthat is, words such as ‘difference’,‘subtract’,‘divide’ or ‘product’  \nthey may be confused about mathematical terms,  \nsuch as ‘odd’ or ‘table’, which have different meanings in everyday English  \nthey may be confused about other words,  \nlike ‘area’ or ‘divide’, which are used in everyday English and have similar, though more precise, meanings in mathematics  \nThere 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 development of thinking. 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.  \nHow is the book organised and how can it be used?  \nTo help you introduce appropriate mathematical language at the right time, this book provides four pages of vocabulary checklists for each year group. The first three pages for each year cover mathematical vocabulary relating to the Framework for Teaching Mathematics, organised according to its five strands:  \nnumbers and the number system  \ncalculations  \nsolving problems  \nhandling data  \nmeasures, shape and space  \nUsing and Applying Mathematics is integrated throughout.  \nThe fourth page for each year group lists the language commonly used when giving instructions about mathematical problems, both in questions in national tests and in published resources.  \nThe words listed for each year include vocabulary from the previous year, with new words for the year printed in red from Year 1 onwards. Some words may appear under different strands in different years, as their meaning is expanded or made more specific.  \nClass teachers can use these lists to identify the vocabulary relating to a series of lessons they are planning. They can make provision for the introduction of new vocabulary and the consolidation of familiar terms. They can ask support staff and parents to emphasise this vocabulary for an appropriate period.  \nThe checklists are not intended to be exhaustive; you can add more words if you would like to do so.  \nHow do children develop their understanding of mathematical vocabulary?  \nTeachers often use informal, everyday language in mathematics lessons before or alongside technical mathematical vocabulary. Although this can help children to grasp the meaning of different words and phrases, you will find 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.  \nSome children may start school with a good understanding of mathematical words when used informally, ei","cbCaidajdP5vFDSc","https://ap.wps.com/l/cbCaidajdP5vFDSc","pdf",115843,36,"English","# Introduction\n## Who is this book for?\n## Why is the book needed?\n## How is the book organised and how can it be used?\n## How do children develop their understanding of mathematical vocabulary?\n## Regular, planned opportunities for development","[{\"question\":\"Who is this book for?\",\"answer\":\"It is designed for class teachers, staff supporting pupils learning English as an additional language, special needs teachers or assistants, classroom assistants in mathematics lessons, and parents or other adults supporting children in class or at home.\"},{\"question\":\"Why is mathematical vocabulary needed?\",\"answer\":\"Children may fail to understand mathematical vocabulary because they cannot follow spoken or written instructions, are unfamiliar with key mathematical terms, or are confused by words that have different meanings in everyday English. Without the right vocabulary, children struggle to discuss and understand concepts.\"},{\"question\":\"How is the vocabulary book organised for each year group?\",\"answer\":\"Each year group includes four pages of vocabulary checklists. The first three pages cover vocabulary linked to the framework’s five strands, and the fourth page lists common instruction language used in questions and published resources.\"},{\"question\":\"What approach does the book recommend for teaching new vocabulary?\",\"answer\":\"Plan new words in a suitable context using real objects, apparatus, pictures, and/or diagrams. Explain meanings carefully, rehearse them several times, encourage use in oral sessions through questioning, and support reading and writing so spelling becomes accurate.\"}]","Mathematical Vocabulary Book - Introduction | PDF",1790884030,91]