A math teacher is a language teacher?

“Math has no language, it’s just numbers!” Have you ever heard these words? Look at the charts below. Language learners and students with economic disadvantages come to school with language opportunities, and the impact on their learning is plain to see! So clearly, math is more than just numbers. It is rich in language and, while it might be easier to distinguish a student who owns more than one language, students who come with language opportunities because of their economic disadvantage are not as obvious. Therefore, all math teachers need to also be language teachers!

Source: Wisedash public, Forward results in Math for elementary grades, 2017-2018

I presented the image below to a group of language-diverse fifth graders as they were about to embark on a fractions unit. This class has been working on their oracy skills (it is a building focus), so they are used to oral discussion. The question asked was “What is the distance between Temperance Ave and the end of the freeway? Students were given the task of talking to their language partner in whatever language they felt comfortable using, and the adults in the room took careful notes of what the students said, and if applicable, what language they used.

Source: Graham Fletcher, 3 act math

Our notes helped us see what words students were bringing to this unit, whether formal, informal, Spanish, English, or a mix of all. Honoring what language and experiences students bring into the classroom adds engagement! The teacher whose class did this work was quick to notice that her Spanish speakers, who do not readily share on a regular basis, were doing A LOT of the talking! Noting what words the students know can help to bridge that vocabulary into the targeted academic vocabulary. A task like this also brings up misconceptions! Consider what one student said:

“The end of the freeway is 1 ½ miles away from Temperance Avenue, because 2-1 is 1, and ¼ - ½ is ½”

How might a teacher use all the information gathered by this activity to intentionally plan to meet her students where they are at and accelerate their learning?

Do you assess for language, background knowledge and misconceptions in math before a unit? Do you want to know more? Share your thoughts in the comment box below!