摘要：Language is an important tool not only for expressing the meanings that already exist in mind but also for forming new concepts, relations and meanings, and for sharing this formed knowledge (Baki, 2008). The effective and accurate utilization of this tool plays an important role in establishing environment for healthy communication allowing for development of accurate conceptions of idea (Nuhrenborger and Steinbring, 2009). Mathematical language provides a mean for effective discourse that words and symbols unique meanings, and all users of this language infer the same meaning from the same expression (Bali, 2003). As such, mathematics becomes a universal language that enables its users to express scientific thoughts and concepts. The mathematical language, which is formed as a result of the blending of daily language with mathematical concepts, possess a unique technical vocabulary, which renders it different and more complex than the language used in daily life (Austin and Howson, 1979; Raiker, 2002). In an educational setting and in mathematics classrooms, if it is used effectively, what the teacher teaches and what the students learn align well (Ye.ildere, 2007). Otherwise, the use of less accurate language potentially leads to misconceptions (Raiker, 2002). The peculiar relationship between mathematics and language has been defined in a way to minimize the potential misconceptions and difficulties to emerge in the process of making sense of mathematics (Adanur, Ya..z and I..k, 2004).
