A Study Of Teachers’ Use Of Language On Junior High School Students’ Conceptual Understanding Of Some Mathematics Concepts.

Abstract

The purpose of the study was to explore the influence of language use on Junior High School students’ understanding of the conceptual understanding of some mathematical concepts used by teachers in and out of Mathematics context. It is believed that acquisition of mathematical ability is a subtle process, but dialogue between the learner and teacher is imperative and this depends on effective communication.  The study was a descriptive survey that used the mixed methods approach. Direct classroom observation, focus group interview, as well as content analyses of the participants’ verbatim classroom talk, and questionnaires were used for data collection. The findings have revealed that instructional language in Mathematics classroom at the JHS can be a major influence on the level of students’ understanding and retention of Mathematics concepts. Evidence was seen in Mathematics teachers’ lack of explicit awareness of functional values of some Mathematics concept; Minus verses Negative’, ‘Simplify verses Reduce’, ‘Average verses Mean’, ‘Breadth verses Breathe’, ‘Whole verses Hole’, ‘Similarity verses Congruence’, etc which lead to misunderstanding and misinterpretation of mathematical tasks. It was recommended that rigorous in-service training on appropriate use of mathematical language should be organized for basic school teachers to equip them for effective teaching and learning of Mathematics in Junior High schools in Ghana. Mathematics experts with education background should also be employed by the government to write Mathematics textbook with appropriate vocabulary of language.

Keywords: language use, conceptual understanding, mathematics concepts, instructional approach.