Supporting Clear and Concise Mathematics Language

Mathematics learning is sequential and builds in complexity as children learn more advanced skills. The transition that many schools are making to the Common Core State Standards may require that some mathematics skills are introduced at earlier grades. Current focus on high-stakes assessments to understand student achievement may lead to external pressures to pass grade-level standards without consideration about the sequential continuum of mathematics. This paper addresses commonly used mathematics language and rules that may disjoint the natural progression of mathematics learning and proposes alternatives that may allow for more seamless expanding of conceptual mathematics learning.