Features
English in Mathematics
By R.N.A. de Silva
“Which subject did you have most difficulties with, having switched the medium of instruction from Sinhala to English?” I posed this question to a Sri Lankan student who was following a pre-University course in an educational institution in Hong Kong, having completed studies up to the GCE Ordinary Level programme in the Sinhala medium in a leading girls’ school in Colombo. “It is definitely mathematics,” she replied. Having served as a teacher for a long period of time at this educational institution with students from over 80 countries, I realised the above-mentioned view was shared by other students, too, who had to change the medium of instruction to English. This does not seem to make sense as one would have expected mathematics to be the easiest subject to follow as it has its own symbolic language. Why then has this situation arisen?
I would like to separate these difficulties into two categories:
1. Hastiness due to mindset
2. Vocabulary issues
Sometimes hastiness can automatically occur due to the mindset that mathematics should be easy to follow even if you change the medium of instruction as you are dealing with symbols. This attitude can cause enormous problems as students may skip instructions or avoid reading the question fully and concentrate only on the symbolic part of the problem
As an example, consider the following question.
The graphs of lines 3y = 5x + 1 and 2y = 7 – 3x intersect at point P. Find the coordinates of P.
Seeing the word ‘graphs’ and the two equations, a student maybe tempted to draw the graphs of the two lines and thereby find the point of intersection, which is a time-consuming affair. If it was read properly, the student could have noticed that the solution can be obtained by solving the two equations algebraically, which is much more efficient.
To a fast reader, obtaining the correct answer to the following question can be a problem as it may end up with just finding the value of x.
If 2x+3 = 5x-3, find the value of 2x+3.
The students need to be trained to read the question fully and understand what is required to be done, before attempting it.
The time spent to grasp the aim of the question is not wasted time.
Many children consider mathematics as an alien language consisting of symbols and expressions. Most of the difficulties that students encounter is related to vocabulary. The mathematical interpretation of the meaning of a word may differ from the meaning given to it in the English language. The word ‘find’ in mathematics means to obtain an answer showing the working while in the English language, it refers to discover or search. The following sketch shows the funny side of this difference.
Two of the words that has caused much confusion are ‘or’ and ‘and’.
In general usage, A or B is considered as either A or B but not both, as shown in picture.
However, in mathematics ‘A or B’ means ‘it can belong to A or B including intersection’. This is shown in picture.
The above, in normal usage is interpreted as ‘A and B’. However, in mathematics A and B refers to only what is common to A and B as shown in picture.
Here are the mathematical meanings of some of the other words which can have a different meaning with the English language definitions.
Determine
– Obtain the only possible answer
Plot
– Mark the position of points on a diagram
Write down
– Obtain the answer (Working need not be shown)
Constant
– A number that does not change
Similar
– Having the same shape but not the same size
Deduce
– To show a result using known information
Operation
– A procedure such as addition, subtraction, multiplication, etc.
Element
– A member of a set
Volume
– The extent of space occupied by a solid
The following illustrate some of the difficulties that the difference of meanings brings:
How odd these odd numbers are? The even numbers are even stranger.
Don’t be mean and help me to find the mean of these numbers.
Is right angle the right answer? Let me write it on the board.
The polysemous nature of some of the mathematical terms make it confusing for the students in the understanding of mathematical concepts. Mathematical terms have precise definitions to describe numerical relationships. At times these definitions resemble the everyday usage meaning but there are instances where the definitions notably differ. Consider ‘in general’ as an example. In mathematics there can be no exceptions to a result if it is considered to hold in general. However, in everyday usage, if a claim is said to be true in general, it would mean that it is true most of the time, but exceptions are possible.
To add to the problem, there are some terms such as ‘degree’ that can have many different meanings within mathematics while having a different meaning in everyday use. In mathematics, degree can refer to the measurement of an angle, the complexity of an algebraic equation and a unit of temperature.
Although mathematics deals essentially with symbols, it is taught through the medium of language which is the major means of communication. Students build understanding as they process ideas through language. It is important for students to give emphasis to the familiarisation with the mathematical vocabulary and at the same time understand the difference of meanings of terms mathematically and everyday usage. Teachers have an important role to play here in highlighting such terms and using them in different contexts for comfortable acclimatization. As Marcus Quintilianus quoted, “One should not aim at being possible to understand, but at being impossible to misunderstand.”
(The author is a senior mathematics examiner of the International Baccalaureate Organization and a member of the faculty of the Overseas School of Colombo.)
Features
‘There are no private universities in Sri Lanka’ – some considerations for higher education reform
Academics involved in education policy like to say that there is no such thing as a private university in Sri Lanka. The only ‘universities’ in the country are state universities; anything else offering degrees is a private higher education institution (HEI). This position is technically accurate. Yet, in the discourse and imagination of the public, private universities are very real – people teach in them, students register in them, families pay fees, and such degree holders enter job markets in Sri Lanka and outside.
For decades, activists concerned for public higher education have ignored or resisted looking at private HEIs, as if such scrutiny would taint them. Others have worked in both types of institutions, carrying practices from each to the other. The apex body governing state universities, the UGC, has, meanwhile, ignored the concept of conflict of interest and appointed individuals in private higher education in committees and leadership positions. It is unsurprising then that some of the ideologies informing private higher education appear in reform agendas in the state sector.
This is a good time then to consider the varying types of private HEIs around us, and to take a look at some of the issues within them in the hope that higher education reform agendas will include private, as well as state higher education.
What is a ‘private university’?
First, some clarifications. In the public imaginary, a ‘private university’ is typically an institution that provides a foreign or local degree for which the student makes a payment. But this broad classification encompasses a host of diverse institutions and types of degrees which I detail below.
The Non-State Higher Education Division (NSHE) of the Ministry of Education has recognised 295 degrees by 32 institutions. Most of these are private companies and include a handful of established, well-known private HEIs that are ‘university like’. The degrees are local degrees conferred by the institutions accredited by the NSHE Division. While private HEIs conferring local degrees must be accredited by the NSHE Division, there appears to be no legal consequence for not doing so. In addition, there are several permutations of the private degree that miss the net of this Division and the Standing Committee on Accreditation and Quality Assurance (SCAQA) that assists this Division.
For one, degrees conferred by foreign universities offered, via these same private HEIs, are not vetted by the NSHE Division. Secondly, there is a growing plethora of private HEIs which have either no physical presence locally or only a dubious presence. The University Grants Commission has notified the public, through their website, that foreign universities listed in the Commonwealth Universities Yearbook and the World Higher Education Database are recognised, but refrained from giving any other details – which degrees? Offered by what modes? These details are not known. Some of the foreign universities in the lists may be legitimate entities in their own land but the degrees conferred locally, in their name, may not adhere to curriculum or teaching specifications of the NSHE Division or the UGC.
Another troubling phenomenon is the ‘top up degree’, which appears to work on the same principle as that of a pre-paid mobile connection: if I have a Diploma or an HND of a sort, I am eligible to complete a course of study which provides me with a degree, usually from a foreign university. The idea that someone who does not initially qualify for a degree programme should be able to work their way towards one is a progressive notion. This is the concept that open and distance learning (ODL) was based on initially, but which is now sadly exploited. ODL models are expected to provide opportunity for learning for those who may be excluded from traditional learning institutions. In Sri Lanka, however, we have seen ODL become a marketplace offering easy to obtain, for-fee qualifications by institutions with little commitment to superior teaching and learning.
Finally, a perusal of the many types of private HEIs and their varied degrees bring to mind another question – how should the private degrees, provided by state institutions (that are not educational institutions), be regulated? Who should do so?
All of these create a host of problems for the public – for hopeful students and parents and trusting employers. For the higher education sector, recruitment of academic staff, too, has become difficult due to this plethora of ambiguous higher education qualifications, as I discussed in a previous Kuppi article (‘Recruiting academics to state universities’).
Some issues in private HEIs – a bellwether for change in state universities
In this second part of this article, I will discuss some aspects of work in private HEIs – albeit the more established institutions – given that such issues may appear in reform agendas in future.
Across state universities, all permanent staff of a specific category are paid according to the same criteria. The picture is not so clear when it comes to private HEIs since they are different entities legally, typically companies. Private HEIs have salary scales and financial incentives that are different to each other. The more established private HEIs reportedly have attractive renumeration packages, possibly a reason for academics of state universities migrating eagerly to such institutions during sabbatical years and on retirement. This may not of course be the case with other less established, or improperly registered HEIs of which we know little. Academic staff of these more accepted private HEIs seem to value the high financial remuneration they receive (in comparison to state universities) as something that makes their work rewarding.
Attractive remuneration is important to sustain the good life and is at times seen as the institution’s way of encouraging good work. Yet, this has implications for the future of the institution: to continue to deliver on promised financial packages, institutions must continue to have large profit margins. One strategy has been to enroll multiple cohorts of students per year, even up to three or four intakes per year. This can result in exploitative work conditions, since staff must cater to all these cohorts in that same year. If there is inadequate staff, employees are further burdened. On the other hand, if there is a sudden drop in enrolments (degrees can go out of fashion) unexpected layoffs occur. Similar to other sectors that employ short-term contract staff – including state universities – in private HEIs, too, individual teachers, who are on short term contracts that need regular renewal, can feel pressured to work under difficult or exploitative conditions.
At the same time, even in the more established private HEIs, work norms differ from those of state universities in that they include promotional work that keeps the institution’s name in the eye of the public. The Marketing (or similarly named) unit comes up in conversations as one of the most important departments. It appears to weigh in on decision-making related to the number of staff, the amount of re-sits per exams, and other pedagogically important matters. This is a worrying example of how financial rationales interfere with pedagogically or academically sound processes, resulting in problematic results in the classroom. On the plus side, junior colleagues, who had experience in both state and private HEIs, also felt that they faced less harassment in private HEIs – primarily due to the private HEIs ability to take swift action in reported cases of harassment. This is a real indictment on state institutions and their reluctance to address chronic issues of harassment in our universities.
Yet, while we hear much about problems in state universities, we hardly hear of problems that staff in private HEIs face. One rationale for a lack of public expressions by staff is that expressions of discontent might lead to trouble given the importance of reputation for private HEIs. The worry about reputational damage is a growing concern in state universities, too, as evidenced by social media policies and internal conversations on reputational damage, consequent to negative publicity. Institutional worries of reputational damage are harmful in the long run since these impact not only freedom of expression by student and staff, but also research that is possible in and about the education sector.
Some thoughts at the end…
A close look at the private higher education sector is important given its strong presence in the country. Impending reform needs to regulate this diverse array of higher education offerings in the private sector, as well as the state institutions that offer privately-funded options of higher education (a topic for a separate Kuppi on its own). It is time we carefully considered how to build a whole system of higher education out of this broken mess.
Kaushalya Perera is a senior lecturer at the University of Colombo.
Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.
Features
Ready for solo spotlight
Singer Nish Peiris is set to take the next big step in her music journey.
The talented vocalist, who has been seen and heard in the scene here for a short while, and was also featured with the now-defunct band, Inner Vision, has announced that she will be fully committing to her solo career, after completing her degree this year.
“I’m finishing my degree this year, and after that I’ll be fully committing to my solo music career,” Nish told The Island.
“I’ve already got a few tours lined up for next year, so I’m really excited for what’s ahead.”
Fans, no doubt, will remember Nish for her smooth voice and stage presence, and the good news is that she is now ready to chart her own path and bring new music to audiences at home and abroad.
With tours already planned for 2027, the year 2026 promises to be an exciting year for the young artiste as she steps into the spotlight on her own.
We wish Nish every success in this new chapter!
Features
Exclusive musical evening for Sri Lankans in Toronto
While Sri Lankan music lovers, in Dubai, are eagerly looking forward to being a part of the action on Saturday, 25th July, with Rajiv Sebastian in the limelight, Sri Lankans, in Toronto, Canada, are equally excited and are anxiously awaiting the arrival of Sri Lanka’s famous singer/entertainer Sohan Weerasinghe.
Having done the needful with The X-Periments, the legendary performer has now embarked on an exciting new chapter – a solo career – and Toronto, Canada, will see him do the needful, on Friday, 31st July, 2026, from 8.00 pm to 12.00 am, at the Angus Glen Golf Club.
Reports indicate that it’s a ‘sold out’ event – naturally with Sohan in the spotlight.
Having built his reputation through years of unforgettable performances, and hits that became part of our musical fabric, Sohan is ready to bring his own vision, sound, and stories directly to the audience, in Toronto, Canada, backed by the phenomenal Toronto Ceymphony Live Band.
Says Gamini Hemalal, who has been instrumental in reviving the Sri Lankan entertainment scene, in that part of the world:
“The countdown begins for the most exclusive musical event of the summer! Join us for a premium night of incredible music, elite hospitality, and a lavish buffet as the legendary Sohan Weerasinghe takes the stage live in Toronto!
“This is a high-end event, designed for those who appreciate exceptional entertainment and great food.”
Gamini, who is also a member of the Toronto Ceymphony Live Band, mentioned that it’s going to be an intimate musical evening with the celebrated Sohan Weerasinghe.
From packed auditoriums to intimate shows, Sohan continues to prove why he remains one of Sri Lanka’s most beloved entertainers.
For decades, Sohan Weerasinghe has been a household name in Sri Lankan entertainment.
Known for his captivating smooth voice and charismatic stage presence, Canada will experience it all on Friday, 31st July.
Next on the list of events, Gamini Hemal is working on, is Halloween night and he says “what we plan to do will be very interesting and unique … with a surprise guest star, as well!”
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