Welcome to our roundup of all things Cambridge Mathematics

A message from our Director

Dear reader

Marhaba,

It is our first newsletter in 2024, and to mark this occasion, we will talk about… languages! Yes, languages. Why? First, because International Mother Language Day was celebrated last week; and second, as a symbolic system that helps us to make meaning, our beloved mathematics IS a language, and for any mathematician it could be seen as a mother tongue. Not only is it a universal language, but it is also THE language of the universe, as Galileo says in The Assayer (Il Saggiatore): “Philosophy is written in this grand book, the universe, which stands continually open to our gaze. But the book cannot be understood unless one first learns to comprehend the language and read the letters in which it is composed. It is written in the language of mathematics, and its characters are triangles, circles, and other geometric figures without which it is humanly impossible to understand a single word of it.”

Back to grammar and vocabulary though, and the role language plays in mastering mathematics. Research shows that learning vocabulary in mathematics is a critical element for students to improve their mathematical proficiency; and this has actually been the subject of a few blogs of ours at Cambridge Mathematics (see here and here). Moreover, “the reading skills focusing on understanding of the text are important in solving mathematical tasks” as shown in another study. Not only that, but language is also proven to have an impact on mathematics performance, mainly in word problems, which can easily be affected by wording changes. This should not come as a surprise, as teaching and learning mathematics are not locked in formulas, graphs, figures and charts; the language we choose to express mathematics is always a key element. 

That leads us to a question that keeps surfacing and to which no simple answer exists: that is, should mathematics be taught in the mother tongue of the learner or in another language, like English or French? The answer depends on many factors, including the local context, the attributes of the native language(s) in question, the age group and grade level being considered, the readiness of teachers, the learners themselves, and the classroom setting and its diversity, among others. Various studies talk about the importance of using first languages for teaching and learning mathematics, and how it leads to better performances overall and helps in developing a cultural and mathematical identity for the learners. On the other hand, the inclination of various policymakers towards using English as a medium of instruction relies on how it is believed to improve the learners’ language skills, allowing them to have access to a wider range of resources and equipping them with a versatile and global language that could support their future plans. Both approaches have their merit, depending on the context, but regardless of the language we use to teach mathematics, and while it is important to open up to other cultures and embrace new languages, it is as important, if not more important, to nurture native languages and preserve them. After all, a mother tongue is more than a tool for expression; it also holds our emotions and memories, and keeps us rooted in our heritage and culture, and we all know, as mathematicians, how important roots are! 

In this newsletter, we share with you two rich interviews with Lateefah Id-Deen and Ayanna Perry. It is always interesting to see how educators approach our seven questions, and I am sure you will enjoy these two blogs in particular.

Best wishes,

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