Understanding secondary mathematics: analysis of linguistic difficulties vis‐a‐vis errors

Misconceptions caused by misunderstanding mathematical language are of different types, e.g. interference of mathematical and non‐mathematical meanings, complexity or unfamiliarity of words, improper use of symbols, syntactical misunderstandings and redundancy or inadequacy of data. Fifteen mathematical words were presented to 84 students of 8th grade and the responses of students were analysed. Mathematical items of a Science Talent Search Test were also analysed from the answers of 100 candidates of 8th grade. The analysis casts light on the processes of the development of mathematical concepts which the students learn through the vicissitudes of the interaction of mathematical and non‐mathematical meanings of words which may be familiar or unfamiliar, relevant or irrelevant, and/or distinct or difficult, to the learners. Complications in understanding mathematical concepts for individual students are pointed out from these experiments. Acquaintance with such communication processes of learners can also help in detecting strategies of imparting mathematical instructions to the learners. Roles of the uses of common, mathematical, transformational, and story‐telling language have also been discussed. The paper concludes with some comments on the importance of guided discovery learning, error analysis by teachers, and the preparation of a register of mathematical language.