Linguistic competencies entailed by the concept of M athematical Literacy

1. LinguisticcompetenciesentailedbytheconceptofMathematicalLiteracyLinguisticcompetenciesentailedbytheconceptofMathematicalLiteracy Seminar onSubject literacies and the right to quality education for democratic citizenship and participation Strasbourg 28.09.2012 Prof. Dr. Helmut Linneweber-Lammerskitten

2. „Mathematical Literacy“ is more than „having basic skills in mathematics“ • “Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen.” (OECD 2003, S. 24) ...and entails linguistic competencies • Expressions such as "identify and understand" and "well founded judgements" refer to activities which have both cognitive and linguistic dimensions. One can only identify, understand and judge insofar as one relates thought and language to each other. A “life as a constructive, concerned and reflective citizen” presupposes communication with others. Linneweber-Lammerskitten

3. National educational standards in mathematics make abstract objectives more concrete and obligatory e.g. „HarmoS educational Standards for Mathematics“ in Switzerland (cf. “Handout)”

4. Three aspects concerning linguistic competencies • The educational values targeted by mathematics teaching practices can only be realised if linguistic competence is also targeted, since • Linguistic competencies are constitutive parts of educational standards in mathematics: Students can only reach the educational standards in mathematics at the end of compulsory school, if they are able to name, to describe, to define, to explain, to argue etc. • Linguistic competencies are preconditions for learning: Students can only successfully participate in learning mathematics if they have the linguistic prerequisites to understand questions, problems, argumentations, etc. and are able to give answers, to interact with others, etc. • Linguistic competencies are preconditions for acting as an active, reflective and intelligent citizen All these presuppose a certain degree of reflection, which can only be realised on a higher level of language competence Linneweber-Lammerskitten

5. use handout paper for cando descriptions in French and German Linneweber-Lammerskitten

6. Cognitive and Linguisitic Aspects in Educational Standards (HarmoS)*) I • Knowing, Recognising & Describing • understanding, using and explaining technical terms • relating technical terms to mathematical objects, properties and relations and vice versa • identifying forms and pattern • naming and describing mathematical rules and laws in their own language • capturing mathematical states of affairs and describing them • … • Operating & Calculating • Carrying out calculations, transformations and constructions in written "standard form", with notes or orally, with or without (technical) instruments • … • *) Linneweber-Lammerskitten, H. (2012). Items for a description of linguistic competence in the language of schooling necessary for teaching/learning mathematics (in secondary education). An approach with reference points. Strasbourg: Council of Europe. Retrieved from: http://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/4_LIS-Mathematics2012_EN.pdf (August 2012) Linneweber-Lammerskitten

7. Cognitive and Linguisitic Aspects in Educational Standards (HarmoS)*) II • Using Instruments & Tools • Using electronic instruments (calculator, Computer), works of reference, construction instruments (compass, set square) • … • Presenting & communicating • Understanding calculations, transformations, constructions, argumentations of other students • Presenting own calculations, transformations, constructions, argumentations in a way that is comprehensible and traceable by others and appropriate with respect to the mathematical object • … • *) Linneweber-Lammerskitten, H. (2012). Items for a description of linguistic competence in the language of schooling necessary for teaching/learning mathematics (in secondary education). An approach with reference points. Strasbourg: Council of Europe. Retrieved from: http://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/4_LIS-Mathematics2012_EN.pdf (August 2012) Linneweber-Lammerskitten

8. Cognitive and Linguisitic Aspects in Educational Standards (HarmoS)*) III • Mathematising & Modelling • Describing, interpreting and modulating (problem) situations (of daily life) in order to solve them by mathematical means • ... • Arguing & Justifying • Forming assertions and giving reasons for them • Making thoughts and ways of calculating transparent and justifying them • Giving illustrative explanations for mathematical phenomena and laws • understanding and reproducing proofs and counterexamples • ... • *) Linneweber-Lammerskitten, H. (2012). Items for a description of linguistic competence in the language of schooling necessary for teaching/learning mathematics (in secondary education). An approach with reference points. Strasbourg: Council of Europe. Retrieved from: http://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/4_LIS-Mathematics2012_EN.pdf (August 2012) Linneweber-Lammerskitten

9. Cognitive and Linguisitic Aspects in Educational Standards (HarmoS)*) IV •  Interpreting & Reflecting on Results • Checking results for truth and for adequacy with the original problem • Reflecting whether a result or an approach can be used for future problem solving • … • Experimenting & Exploring • Exploring mathematical situations and searching for mathematical laws • Expressing conjectures and trying to support or falsify them by thought experiments • ... • *) Linneweber-Lammerskitten, H. (2012). Items for a description of linguistic competence in the language of schooling necessary for teaching/learning mathematics (in secondary education). An approach with reference points. Strasbourg: Council of Europe. Retrieved from: http://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/4_LIS-Mathematics2012_EN.pdf (August 2012) Linneweber-Lammerskitten

10. Question for presenters to address: • Are there any language requirements specific to your subject area? • Natural language mixed with formal language (& formal metalanguage) and graphs, diagrams etc. DMK/DPK (Ed.) Fundamentum Mathematik und Physik. Bern: Orell Füssli p.15 Linneweber-Lammerskitten

11. Question for presenters to address: 2) How do you see the relationship between your specific subject area and the possibility of formulating a general framework for the language of schooling? • A general framework seems possible but only on an abstract level. • On a less abstract level one must recognise that labels also used in ordinary language have deviant meanings in mathematics and even within different areas of mathematics: • with respect to objects: Menge, Körper, Seite, • with respect to activities: to define, to prove, Linneweber-Lammerskitten

12. Question for presenters to address: 3) What do you think is the specific contribution of your subject to such a framework? • Natural language mixed with formal language (& formal metalanguage) and graphs, diagrams etc. (cf. 1) • Situations, expressions, discourse functions, strategies etc. directed to “overarching ideas” (PISA 2003)*): quantity, spaceandshape, changeandrelationships, uncertainty • Situations, expressions, discourse functions, strategies etc. directed to “characteristicmathematicalcompetencies“ (PISA 2003): thinkingandreasoning,argumentation, communication, modelling,problemposingandsolving, representation, usingsymbolic, formal andtechnicallanguageandoperations, useofaidsandtools *) OECD (2003). PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills - Publications 2003. Retrieved from: http://www. oecd.org/dataoecd/46/14/33694881.pdf (June 2011). Linneweber-Lammerskitten