If you step into a Long-View mathematics class, you’re apt to hear students reading mathematics expressions using language that seems a little different.

In reading an addition expression such as 41 + 17, for example, you’d hear a Long-View student say “forty-one and seventeen” rather than “forty-one plus seventeen.” While this may seem like a subtle substitution, there is a great deal of deliberate thought underneath this use of language that supports our young mathematicians as they develop strong conceptual understandings that will transfer across all of arithmetic to Algebra. Language is actually one of the most under-utilized models in school mathematics. Not at Long-View.... 

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