Representing actions with nouns

ugs.gif (980 bytes) Examples from a variety of text types page 2 of 10

School textbooks: mathematics

Here are some of the chapter headings from a Secondary 3 mathematics book:

8.1 Factorization of Quadratic Polynomials in One Variable

8.2 Quadratic Equations

10.2 Angle of Elevation and Angle of Depression

11.1 Graphical Representation of Solutions of Inequalities

13.2 Determination of the Arithmetic Mean from a Frequency Distribution

Leung, K.S. and Lai, M.K. (1995) Mathematics Today: A Programmed Course 3B.
Canotta Publishing Co., Ltd.

Some comments concerning the language of mathematics

bullet.gif (991 bytes) The language used in mathematics is similar to that used in science in that it is concerned with categorising, labelling, and describing abstract functions. In order to do this effectively, it is often necessary to treat processes as if they were things. This is achieved grammatically through nominalisation .

bullet.gif (991 bytes) Many of the areas dealt with in mathematics coursebooks involve extremely complex processes, and so nominalisation provides a shorthand label for both teachers and students. Normally, writers of mathematics coursebooks assume that learners will understand the background of each area and so use nominalisation as a convenient shorthand. (Imagine how tedious it would be if we had to spell out exactly what is happening in each case, instead of simply using the everyday labels we have for the four functions: addition, subtraction, multiplication, division.

bullet.gif (991 bytes) And just as these labels are very useful, so too are the many other terms favoured by mathematicians. However, if students have not grasped the underlying concepts behind the labels, then the subject becomes increasingly difficult, if not completely meaningless, whereas non-nominalised text is more likely to be comprehensible to a learner. Teachers must be able to help students unpack heavily nominalised texts in all subjects.

For some of the teaching implications related to nominalisation, see 07tim.gif (542 bytes) Representing actions with nouns: Teaching implications.

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