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Mathematics, language and tests: conflicts and challenges

Governmental and commercial assessment of mathematics learning across school systems is mediated through language. In particular accessing mathematical ideas requires some use of technical vocabulary. A significant equity problem can arise when definitions of technical terms vary for different groups of students.This paper looks at the extent to which many common mathematical words in English are given multiple definitions in published dictionaries, and curriculum documents. A particular focus is given to curriculum documents in Australia with additional examples from England and South Africa. Also discussed are strategies employed by test developers to reduce equity issues generated by inconsistent terminology.

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