Abstract
Any content area has its own language that students need to understand and use. Jamison (2000) wrote specifically about math when he said � Once students understand HOW things are said, they can better understand WHAT is being said, and only then do they have a chance to know WHY it is said.� Our session is an example of using math as a second language in high school classes. However, conceptually the HOW, WHAT and WHY components are readily transferred into other content areas. A GCSU Early College high school teacher uses the language of math as a major pedagogical tool that impacts his students, the university students who participate and teach in his classes as well as the university instructor. The session is presented by university students and facilitated by their instructor and includes lessons and examples of the impact of content language use and understanding.
Location
Concourse
Recommended Citation
Rickenbaker, Connie; Witta, Branon; and Kimmons, Peggy, "Math as a Second Language" (2013). SoTL Commons Conference. 41.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/41
Math as a Second Language
Concourse
Any content area has its own language that students need to understand and use. Jamison (2000) wrote specifically about math when he said � Once students understand HOW things are said, they can better understand WHAT is being said, and only then do they have a chance to know WHY it is said.� Our session is an example of using math as a second language in high school classes. However, conceptually the HOW, WHAT and WHY components are readily transferred into other content areas. A GCSU Early College high school teacher uses the language of math as a major pedagogical tool that impacts his students, the university students who participate and teach in his classes as well as the university instructor. The session is presented by university students and facilitated by their instructor and includes lessons and examples of the impact of content language use and understanding.
