Issues of understanding related to language are identified particularly with respect to children for whom English is an additional language (EAL) but these issues can relate to all children to some degree. ‘Richness’ of language can lead to confusion in the initial stages when children are acquiring language and

developing mathematical concepts. Two other factors compound further the problem of understanding the language of mathematics. The first is the infrequent use of many mathematical terms even within the subject itself (e.g. congruent) which results in a lack of regular reinforcement of understanding. Secondly, mathematical terminology is often used inaccurately, e.g. the bigger half.