ABSTRACT
The vocabulary of mathematics is full of examples of inconsistencies, and as has been said before, insecure learners do not like, nor cope well with, inconsistencies. The colloquial nature of some maths vocabulary, that is words used in mathematics which are used with different meanings in everyday non-mathematical language, is a good example of pupils having to adjust to inconsistencies, in this case with the mathematical meaning of a familiar word. The first confusion is that in deciding which order to perform the operations in, the people have Order as second in order. Another source of potential confusion and ineffective communication are homophones. The 'Singapore Model Method for Learning Mathematics' has made a significant contribution to this success. Some of the vocabulary around shape and space topics is quite exclusive to maths, and hence may alienate some learners who see little relevance in learning these words to their everyday lives.
