IF1NUM-English for Mathematicians

Module Provider: International Study and Language Institute
Number of credits: 20 [10 ECTS credits]
Level:4
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2020/1

Email: a.e.w.woodcock@reading.ac.uk

Type of module:

Summary module description:

This module will equip you with the lexical knowledge and communication skills you need to learn Mathematics and Applied Mathematics at university level. It will also equip you with tools and techniques you can use to develop your linguistic knowledge and competence throughout your university career.

This module is intended for students with an entry level of CEF () in general English of B2/C1, but an entry level of CEF B1/B2 when communicating specifically within or about their field of specialisation.Ìý On successful completion of the course, you will have achieved CEF B2/C1 when communicating within or about your field of specialisation. Any students with entry levels that fall outside these parameters will be identified and supported so that they can achieve their best on this module.

Aims:

The aims of this module are to develop your’:

• productive knowledge of mathematical vocabulary


• ability to communicate mathematical ideas in English, both orally and in writing


• ability to use mathematical information from written, visual and oral sources appropriately

In addition, this module hopes to develop your:

• knowledge of tools and techniques for developing linguistic knowledge independently


• ability to understand mathematical texts, both spoken and written


• ability to interact effectively in pairs and small groups


• intercultural awareness, understanding and competence

Assessable learning outcomes:

On completing this module, you should be able to:

• use a broader range of mathematical vocabulary (both orally and in writing) more fluently and accurately


• communicate familiar mathematical ideas in a clear and detailed manner (both orally and in writing)


• communicate more effectively (both orally and in writing) to non-expert audiences for a variety of purposes


• write and speak about familiar mathematical ideas in English in your own words


• use written, visual and oral sources of information more appropriately and effectively in your writing

Additional outcomes:

On completing this module, you should also be able to:

• continue to develop your mathematical linguistic knowledge independently


• understand mathematical texts (spoken and written) more easily and fluently


• communicate more effectively (both orally and in writing) to expert audiences for a variety of purposes


• interact with a degree of fluency and spontaneity in familiar mathematical contexts


• understand, function and engage with other cultures, and appreciate and evaluate your own culture

Outline content:

You will be given tasks to develop your productive skills and lexical knowledge within the field of mathematics so that you have a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments within your field without much conspicuous searching for words. These tasks will also develop your mediation and sociolinguistic competences so that you can communicate effectively with non-expert audiences.

These tasks include:

• learning the spelling, pronunciation and grammar of core mathematical lexis


• explaining concepts, processes or data related to mathematics without needing the help of a dictionary or other reference
  
  
  
  • (e.g. writing an explanatory paragraph on the applications of geometry or giving an explanatory oral presentation on a worked example and applications of trigonometry)
  
  
  
  


• presenting and responding to lines of argument
  
  
  
  • (e.g. writing an argumentative paragraph on the importance of algebra or taking part in a debate on the importance of topics to include in a short maths course)
  
  
  
  


• evaluating different ideas or solutions to a problem


• summarising the main content of complex, technical texts on subjects related to mathematics for an audience with no specia list knowledge
  
  
  
  • (e.g. writing an explanatory poster for a University Open Day)
  
  
  
  


• identifying and reflecting on similarities and differences between cultural, educational or linguistic contexts and discussing their significance
  
  
  
  • (e.g. writing reflectively on the transition between secondary school and university maths)