"I just don't get it"
Every teacher has heard this sentence. Often more than once in the same lesson.
It’s easy to interpret it as confusion, disengagement, or even avoidance. But in most cases, it means something far more specific.
It means the student doesn’t understand the language being used.
In many classrooms, maths language is assumed rather than taught. Students are expected to understand terms, symbols, and representations without being explicitly shown what they mean or how they connect.
This is where learning quietly breaks down.
What we mean by maths language in the classroom
Maths language isn’t just vocabulary lists.
It’s the combination of:
- words used to describe quantity and change
- symbols that represent meaning
- visual models that show structure
- verbal explanations that reveal understanding
When these elements are aligned, learning is clear.
When they’re not, confusion grows.
In many classrooms, students are fluent in procedures but not in meaning. They can follow steps without understanding what those steps represent.
This is a language problem, not an ability problem.
How language gaps form
Language gaps often form early.
A student learns to “carry the one” without understanding place value.
They learn to “borrow” without understanding regrouping.
They memorise facts without understanding quantity.
At the time, it might seem efficient. But over time, these gaps compound.
By the time students reach upper primary or secondary maths, the language load increases dramatically, and those early gaps become barriers.
Why maths language must be explicit
In reading, we explicitly teach comprehension strategies.In writing, we explicitly teach sentence structure.In maths, language is often left implicit.
Students are expected to pick it up through exposure.
But language doesn’t work that way.
Students need:
- precise modelling of mathematical language
- repeated opportunities to use it themselves
- clear explanations of what symbols represent
- chances to explain their thinking out loud
When language is explicit, understanding becomes visible.
The role of dialogue in maths learning
One of the most powerful tools in a maths classroom is dialogue.
When students are asked to explain:
- how they know
- why something works
- what changed
Teachers gain immediate insight into understanding.
Without dialogue, misconceptions remain hidden. With dialogue, they surface early before they become entrenched.
This is why verbal reasoning is a non-negotiable part of effective maths instruction.
Why pace often works against language
Curriculum pressure can push teachers to move quickly.
But language takes time.
When lessons prioritise coverage over understanding, students don’t get enough opportunity to talk through ideas, clarify meaning, or consolidate vocabulary.
Slowing down to build language often results in faster progress later because learning is secure.
What changes when language is prioritised
When maths language is intentionally taught in the classroom, teachers notice clear shifts:
Students ask better questions.
Explanations become clearer.
Errors make sense.
Confidence increases.
Lessons feel less reactive because understanding is easier to assess.
Maths stops feeling like a guessing game.
Supporting all learners through language
Explicit maths language supports:
- students with learning difficulties
- English language learners
- neurodivergent students
- high-achieving students
Language is the access point to understanding for everyone.
When we teach maths language deliberately, we remove unnecessary barriers without lowering expectations.
A simple shift with a big impact
Teaching maths language doesn’t require new content.
It requires intention.
Clear modelling.
Consistent language.
Opportunities for explanation.
When students understand the language of maths, “I don’t get it” becomes far less common, and learning becomes far more reliable.
Find out more at mathsaustralia.com.au/training
Warmly,
The Maths Australia Team