The concept of mathematical comprehension has received significant attention, and there have been different opinion as to the link between the level of language acquisition and degree of mathematical rigor. According to Haylock and Cockburn (2007; 1–19), individuals understand mathematical ideas by making connections between language, symbols, pictures and real-life situations. This statement comes as a support for the idea that “language effects the ability to solve mathematical problems”. Further, Euclid (1956; 46) indicates that "Just as procedural mathematics courses tend to focus on plug and chug with an emphasis on symbolic manipulation, so conceptual mathematics courses focus on proof and argument with an emphasis on correct, clear, and concise expression of ideas. This is a difficult but crucial leap for students to make in transitioning from rudimentary to advanced mathematical thinking. At this stage, the classical tritium of grammar, logic, and rhetoric becomes an essential ally.” It is shown in this statement how important language accuracy and constant development of language …show more content…
For instance, communicating mathematical ideas is among the twelve components that are considered by the NCSM (National Council of Supervisors of Mathematics) as “essential” for any successful mathematics teaching and learning process (e.g., Ellerton & Clarkson, 1996). Many studies have shown their agreement on how important language is in resolving mathematical problems. It is generally accepted that the performance of the students is below expectations, and their mathematics background seems to be shaky contrary to the fact that they undergo rigorous selection process before admission. However, if inferences can be derived from other experiences, then one can conclude that the language factor might be perhaps one of the causes of the low performance of our students (Secada,