How can language proficiency affect understanding of math concepts?

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Discussion Overview

The discussion centers around the relationship between language proficiency and understanding mathematical concepts, specifically in the context of a problem involving the area of a circle. Participants explore how language may influence comprehension and expression of mathematical ideas.

Discussion Character

  • Conceptual clarification
  • Debate/contested
  • Mathematical reasoning

Main Points Raised

  • One participant presents a mathematical problem involving the radius of a circle and its area, questioning how to approach it.
  • Another participant proposes a mathematical expression for the change in area, indicating the need to solve for the increase in radius.
  • Questions arise about the origin of the expression (r + a) and the language used in the problem, prompting a discussion on the implications of wording in mathematical contexts.
  • A participant draws an analogy between weight change and area change to clarify the concept of subtraction in the context of the problem.
  • Concerns are raised about the wording of the question, suggesting it may be confusing.
  • Language proficiency is highlighted as a factor, with one participant sharing their background and emphasizing that math has its own unique language that can challenge understanding regardless of proficiency in a spoken language.

Areas of Agreement / Disagreement

Participants express differing views on the clarity of the problem's wording and its impact on understanding. There is no consensus on whether the question is well-phrased or confusing, and the influence of language on mathematical comprehension remains a topic of exploration.

Contextual Notes

Some participants note that the problem's wording may lead to confusion, indicating a potential dependence on language proficiency for understanding mathematical concepts. The discussion does not resolve these concerns.

Who May Find This Useful

This discussion may be of interest to educators, linguists, and individuals exploring the intersection of language and mathematics, particularly in diverse linguistic contexts.

mathdad
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The radius of a circle is r units. By how many units should the radius be increased so that the area increases by b square units?

I don't know where to begin.

A = πr^2

Does this question involve the area of a circle formula? If so, in what way?
 
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Let's let $0<a$ be the number units the radius must be increased. And so the change in area we can write as:

$$\Delta A=\pi(r+a)^2-\pi r^2=b$$

Now solve for $a$. :D
 
MarkFL said:
Let's let $0<a$ be the number units the radius must be increased. And so the change in area we can write as:

$$\Delta A=\pi(r+a)^2-\pi r^2=b$$

Now solve for $a$. :D

1. Where did (r + a) cone from?

2. What words in the application indicate that one area must be subtracted from another?
 
RTCNTC said:
1. Where did (r + a) cone from?

That is the radius of the circle after it has been increased by $a$ units.

RTCNTC said:
2. What words in the application indicate that one area must be subtracted from another?

If I tell you that my weight increased by 20 lbs., then you know my new weight minus my old weight is 20 lbs. Same kind of thing going on here. If the area of the circle is to increase by $b$ units squared, then the new area minus the old area must be $b$.
 
To me, the question is worded a bit odd.
 
What is your native language?
 
HallsofIvy said:
What is your native language?

My native language is Spanish. I was born in DR and immigrated with my parents to NYC in 1973. I was 8 years old. I have not been back to DR since 1973.

I have more dominance of the English language than I do my native language. This is not about English or Spanish or Chinese or whatever. Math has a unique way of confusing the smartest English major at any level. Math, just like any field, has its own language or jargon.
 

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