Abstract:
The purpose of the study was to explore the influence of language use on Junior High School students’
understanding of the conceptual understanding of some mathematical concepts used by teachers in and out of
Mathematics context. It is believed that acquisition of mathematical ability is a subtle process, but dialogue
between the learner and teacher is imperative and this depends on effective communication. The study was a
descriptive survey that used the mixed methods approach. Direct classroom observation, focus group interview,
as well as content analyses of the participants’ verbatim classroom talk, and questionnaires were used for data
collection. The findings have revealed that instructional language in Mathematics classroom at the JHS can be a
major influence on the level of students’ understanding and retention of Mathematics concepts. Evidence was
seen in Mathematics teachers’ lack of explicit awareness of functional values of some Mathematics concept;
Minus verses Negative’, ‘Simplify verses Reduce’, ‘Average verses Mean’, ‘Breadth verses Breathe’, ‘Whole
verses Hole’, ‘Similarity verses Congruence’, etc which lead to misunderstanding and misinterpretation of
mathematical tasks. It was recommended that rigorous in-service training on appropriate use of mathematical
language should be organized for basic school teachers to equip them for effective teaching and learning of
Mathematics in Junior High schools in Ghana. Mathematics experts with education background should also be
employed by the government to write Mathematics textbook with appropriate vocabulary of language.
