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TEACHING MATH IN ENGLISH
Sayyora Yusupovna Rahmanova
Teacher of Mathematics, Academic lyceum #1
[phone]
Nodira Farkhodovna Abdullaeva
Junior at the faculty of foreign philology, Urgench State University
[e-mail]
[phone]
Annotation: This article sets out the methodological foundations for teaching mathematics 
in English language.
Key words: mathematics in English, perception, equations, pedagogical process, communicative 
problems.
 
Introduction:
English-language mathematics has significant differences from “our” mathematics. Without 
going into details of specific programs, we note one common and most important feature. This 
feature is associated with a fundamental difference in mentality and is manifested in the fact that 
English-language mathematics is much more focused on practical applications. It is not for nothing 
that they say that the main goal of Western mathematical education is “know how”, and that of the 
Russian one is “know why”. As a result, many of our students, who are able to transform bulky 
expressions with complex numbers, invert matrices and solve systems of linear equations, find 
themselves powerless already in the simplest combinatorial, statistical or financial calculations, 
get confused in graphical information, cannot formalize and solve the problem described in terms 
of a specific everyday situation. But all these things in Western schools are taught almost from the 
fourth grade.
Features of teaching mathematics in English are in solving the communicative problems 
of linguistics. It is well known that the indispensable condition for the implementation of any 
communicative act should be a mutual knowledge of the realities of the speaker and listener, 
which is the basis of linguistic communication. In linguistics these values are called background 
knowledge. A word reflecting an object or phenomenon of reality of an individual society not 
only means it, but also creates some background associated with this word. The experience of 
teaching mathematics in English shows that even at the advanced stages of training, students make 
a significant number of mistakes both when performing exercises and when using substantive 
constructions in speaking practice. Improper use of constructions as part of a complex sentence 
leads to a violation of the logic of utterance and, as a result, failure to fulfill communication 
tasks. The next problem is the translation of the form into general meaning. It is important that 
the listener knows at least one, the most general meaning of a word or mathematical term that 
has been spoken by others. Therefore, when teaching mathematics in English as a means of 
studying mathematics as a science, it is important to make it clear to students that they should 
perceive the mathematical context through the knowledge they already have about mathematics 
in Russian, including the individual prism of knowledge, skills and abilities in English, which 
means that , as accurately as possible to the teacher of mathematics to convey all the meanings 
that carries a word or a particular term.
V.A. Lektersky considers three subjects of the pedagogical process: the student (individual 
subject), the academic group of students, understood as a single whole (collective subject), 
and the teacher, understood as the organizer of the cognitive activity of the first two subjects 
with a system of objectified knowledge, in our case mathematics. At the same time, the teacher 
appears before the students simultaneously in two qualities. Traditionally, he is a representative 
of science, from whom a student receives subject information, research methods, etc. .; broadly 
speaking, the teacher is a representative of this profession, in which the student should turn into 
an improved model over time.
One of the components of effective teaching is the connection with life, with other subjects. 
Mathematical problems with interdisciplinary content or applied nature help to better disclose 
each topic. New teaching technologies contribute to involuntary memorization, develop interest 

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not only in the subject, but also in the process of cognition, and increase the quality of their 
knowledge and the ability to obtain it. The connection between mathematics and English is 
obvious. Mathematical terms are accurate and expressive; most closely convey the meaning of 
what was said. One of the goals of teaching mathematics in English is to increase interest in the 
origin of mathematical concepts, and in mathematics and other subjects, to show their connection 
with life, with other subjects .