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Elementary school maths teachers in Jaipur are poor in Mathematical English, reveals a research study
"The language of mathematics is the standard system of use of communication codes by mathematicians and teachers to convey mathematical ideas among themselves and for teaching the discipline's concepts and content to the students.

But unfortunately, mathematics teachers in elementary schools do not use mathematical language that creates right images related to the math vocabulary leading to illogical and mechanical way of teaching," said the researcher Dr Lalit Kishore at Disha Foundation in Jaipur whose paper "A Study of Mathematical English of Elementary School Teachers and Development  of Mathematical Language Literacy Course for Teachers and Educators" has been accepted for a conference to be held in Madurai, Tamil Nadu, in September this year.

According to the researcher, Mathematical English needs to be seen as a part of applied mathematics that combines the linguistic and communication aspects of mathematics. Therefore, mathematical language can be viewed as a substrate of some natural language such as English, Hindi, Japanese, Tamil, German, etc., which is also popularly called the medium of instruction or communication. In primary classes, mathematics should be taught as a new language to begin with, holds the researcher.

The abstract of the paper accepted for presentation at the "International Conference on Advances in Pure & Applied Mathematics" goes as follows. The development the research has been centred on the keywords such as linguistics, math literacy; Mathematical English, spoken math, and symbol reading.

Linguistic application of mathematic teaching and spoken communication of mathematics in English is being perceived as Mathematical English. This aspect of language-mathematics link has become all the more important for voice synthesis for the computer with appropriate symbolic expression.  Keeping this in view, a study and applied classroom research was undertaken with the following two objectives: (1) To do a quick survey of the English medium elementary schools to know the resent status of mathematical English of math teachers; (2) To develop a 10-hour Mathematical English literacy course for elementary school teachers for appropriate classroom instruction.

A test instrument with twelve items for math symbols was used and twenty teachers of an elementary school in Jaipur worked a quota sample for the study. It was found that only 15 could read up to five symbols correctly and top score of that reading of 8 symbols of 12 for one teacher only. When judged from criterion referenced standards of 40X40 (poor); 60X60 (good) and 80X80 (excellent), it was found that elementary school teachers are poor in Mathematical English. Being an applied research or R&D, it resulted into development of 16-page Mathematical English Primer which was validated by three exerts.

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