
© '98, '08 Agnes Azzolino 
moving picture  static picture  numeral  graph  nonverbal 
Earlier, when discussing the families of math classroom languages, the pictorial family was listed as one of the more concrete language groups. The pictorial languages fall into two broad catagories  those which are more concrete and those which are more symbolic. The more symbolic pictorial languages include numerals, graphs, maps, things upon which the sender and the receiver have an agreed upon vocabulary. The creation of an accurate picture or graph is not the end of the story unless each of the two communicating understand the picture or graph, for each picture or graph is a codified language in itself. Blueprints and street maps are found in a math classroom, weather and topological maps usually are not, though each has its own codified language. Twodimensional coordinate plane graphs are often found in a math classroom. See "A Graph Is a Portrait." Threedimensional maps are usually not part of the classroom material until calc III. The more concrete pictorial languages include pictures and movies of "real world" things, drawings and cartoons of "real world" things, things for which the sender and the receiver may not need an agreed upon vocabulary. The pictorial is often the bridge between the symbolic and the concrete.

You "get the picture." 
The graph or picture is a symbolic representation. Communication is not completed unless:
You can tell by the numbering that this language is the "most recent" math language.
Numerals are the figures used to represent a number, 4, 89, and 57, for example. The reader may disagree with the recognition of numeral as a pictorial language and consider it a written symbolic language. If you are in disagreement, complete this short calculator experiment.
Have someone enter a set of functions unknown to you in the y= menu of the calculator then one at a time set the calculator to display the table of numbers with only the x values and the values for each function, one function at a time.
If you can consistently "read" the function from the numerals, you speak this language. If you can not, as many students can not, then you can not "speak this language" or recognize it as a language, and are in the repression stage of numeral linguistics.
You say, "OK. maybe. So what are the verbs of this language?"
The verbs are order, sort, group  anything one does with things and anything one does with groups of numbers. like statistical analysis, pattern recognition.
The importance of the placement of the numeral with the pictorial languages is that it recognizes numeral as a language which is less sophisticated than the written or verbal language groups and more sophisticated than the concrete group.
Consider this last point in defense of this language and its placement. Many people consider a numeral a number. To them, a number is a thing as concrete as a dog or cat. To them, a number is not an idea. They do not speak formal mathematics. Numeral is their concrete and symbolic mathematics language.
a number  two more than a number 
2  4 
3  5 
4  6 
6  4 
1/2  2 1/2 
Here's a little quiz  a warmup for the next activity. Each of the figures below is a hand signal, a nonverbal communication, appropriate to a math class. Identify the meaning(s) then DTWYP.
If your answers were two, concave down, concave up, and horizontal or zero slope, your hand signal linguistics is great. If not, perhaps your partner is willing to coach you.
The next activity requires a bigger commitment on your part. Please stand and get ready to complete your Math Exercises. When you are ready, jump to this page.
Verbal, Written, Pictorial, and Concrete (the Hundreds Board, for example) are the four broad mathematics language families discussed in this electronic monograph found at www.mathnstuff.com/papers/langu/page0.htm and additional pages (ISBN: 1929870019 © 1998, Agnes Azzolino).
© 2008, Agnes Azzolino www.mathnstuff.com/math/spoken/here/papers/langu/page8.htm 