ABSTRACT
Mathematics has a very particular language, and being able to read, interpret and respond in that language are all central to being an effective mathematics learner. When teaching mathematical ideas, teachers need to be sure that students understand the very particular language of mathematics. Often, what are seen as misconceptions emerge due to the use of lay terms and meanings. Mathematical terms that are ambiguous in meaning (i.e. have multiple meanings) can create difficulties for students. Three types of words fall into the category of ambiguity: homonyms, homophones and polysemes. Teachers need to recognise the ways in which word problems are structured, as well as any inherent complexity in the language used. Many of the tasks set in mathematics classrooms have been embedded in some word-based problem where students need to read the problem and work out a response. The term 'literacy' is one that causes considerable debate about its depth and application.
