ABSTRACT
The majority of the vocabulary that is used in mathematics is first used in a social context, e.g. ‘More’ is initially learned as a way for an action to be repeated, ‘More swing’. It is then learned as increasing mass or quantity (not numbered) as in ‘More sand’. Finally, it is learned in relation to the number of items. Most of the words so precisely used in mathematics to refer to time, space and number begin their life by referring to characteristics of human action. Children need to be taught the extended meanings of these words before they are taught the number system or are expected to understand and use mathematical language.
