English and maths contain basic, underlying, and useful principles we use most frequently to communicate with the world around us. We use English and maths more than we actually think or realize, from sending texts or emails to posting on social media or writing a business report.
One might ask why are English and maths important. English and maths are important because they contribute to the following:
- Further and higher education opportunities
- Better and rewarding international employment opportunities
- Earning more money
- Longer life expectancy
- Being healthier
Therefore, developing functional English and maths skills is essential for your everyday life.
This article answers why English and maths are important. And help you build functional vocabulary skills in maths, inspire you to improve your current maths skills, and review any areas you may have forgotten.
See also: 14 Ways to Drastically Improve and Expand Your Vocabulary
Table of Contents
How does Learning Math differ from Learning English Language?
The critical difference between learning the English language and subjects like maths is that you can learn a language across various dimensions. On the one hand, you grow and enhance your language skills depending on your need. Some people will develop their language using particular vocabulary and jargon.
For example, suppose you work in the finance industry. You will need good spoken English skills and a particular vocabulary, which is different from someone who works in the medical industry.
There are several ways to learn and improve your English skills, such as films, audiobooks, online apps, podcasts, and peer-to-peer interaction.
On the other hand, if you are learning maths, the knowledge components build upon each other, whereas, in the English language, the knowledge components are more parallel. You broaden your use of language by widening it, as opposed to just building it up. Admittedly, there are a lot of similarities between learning English and Math. For instance, in Math, you can’t understand geometry properly if you don’t also know some arithmetics.
Another difference between learning English and studying maths is that there are different correctness levels in learning English, depending on what the teacher and students try to achieve.
However, it is important to remember that, in the long term, the structure for learning English should come from the goals of the students. As a teacher, you should ask yourself the following questions:
- Why do the students want to learn English?
- What will the students be using English for?
- What specialized vocabulary will your students need?
Why Is English Important?
English is essential because it helps you express yourself. You can have excellent ideas; however, language is what brings your ideas to life.
According to a study from the United Kingdom Department for Business, Innovation, and Skills, more than 1000 employers found that the essential skills that employers want from young individuals starting their first job were:
- Timekeeping
- Literacy
- Numeracy
- Enthusiasm
- Commitment
The same study also asked employers about “deal-breakers.” In other words, what skills would prevent them from hiring new employees, no matter how good their other skills are?
- 55% of employers cited a lack of literacy skills as a deal-breaker
- 51% a lack of communication skills
- 48% focused on enthusiasm and commitment
- 47% said poor numeracy skills would prevent them from hiring young candidates
Note that literacy skills mean the application of mathematical concepts as well as the everyday application of the English language. It is about understanding and all the skills students need for reading and writing.
Therefore, even if you have all the necessary skills, if your English level is not proficient, you might not get the job you applied for.
Why is Math Important?
Etymologically, maths has two literal definitions in two ancient languages. In Greek, it is “learning.” In Hebrew, its root is “thinking.” In other words, mathematics gives us the critical capability to learn and reason in any field of endeavor.
Math is also fundamental in our daily lives. And without realizing it, we use mathematical concepts and the skills we learn from solving math problems every day.
Furthermore, the laws of mathematics govern everything around us, and without a good understanding of these rules, we may encounter significant difficulties in life.
Math is important because:
- Many jobs require mathematical knowledge.
- Mathematics is necessary for science, engineering, and research.
- Knowing math will help you make better risk, policy, and money management decisions.
Studying maths is also an excellent way of developing the appropriate mental tools for dealing with life’s complex realities.
If you are looking to improve your vocabulary, I wrote a whole article that I encourage you to read: 11 Best FREE Apps to Learn English Vocabulary
Importance of Mathematics and English
It is almost impossible to spend a day without using English and maths skills. With a good knowledge of English and maths, you can have more control over your finances, communication, and a better understanding of issues such as politics and current affairs.
English and maths skills give you access to:
- Higher education
- Better and rewarding international employment opportunities
- Earn more money
- Potentially live longer and happier lives.
In addition, most employers ask candidates to take English written and basic maths tests during the hiring process, especially in Canada and the United States.
Why are Maths and English Important in the Workplace?
Maths and English are fundamental skills and subjects on which you build other essential skills and abilities to succeed in life.
After all, as a financial analyst, programmer, or developer, you will be expected to write a report, review others’ publications, or apply mathematical principles to make decisions.
Let’s discuss why are maths and English important in the workplace. Both maths and English are essential in the workplace because of the following:
- Further and higher education opportunities: You can pursue your study at the most prestigious universities in the world, such as Harvard University, University of Toronto, Princeton University, Yale University, University of Tokyo, Stanford University, University of Oxford, University of Cambridge, Massachusetts Institute of Technology( MIT), Tsinghua University, Peking University, University of Melbourne, University of Sydney
- Better and rewarding international employment opportunities: One of the first things employers will look for in applicants is good English and Maths skills. So it is essential that you have an acceptable grade in good Maths and English. For instance, in many Accounting and Finance based roles or Engineering jobs, most employers will often ask for a grade A.
- Earn more money: No matter where you are from, English and maths can open international career opportunities for you. For instance, you can work in the finance industry on Wall Street, Hong Kong, London, and even Paris. With strong English and maths skills, you can also work as a programmer, researcher, and developer in Silicon Valley or Shenzhen. In these places, you can potentially earn a lot of money.
- You could potentially live longer: A 2008 study from Harvard Medical School and Harvard University found that people with more than 12 years of education live significantly longer than those who never went beyond high school. Another study from the University of Melbourne shows that staying an additional year in school leads to a healthier lifestyle, like diet, exercise, and the decision to engage in risky health behaviors. Usually, people who study maths tend to further their education.
- You could potentially be healthier: Scientists from the Organisation for Economic Co-operation and Development supports that better-educated individuals are more likely to choose healthier lifestyles.
Math and Geometry Vocabulary and Terminology in English
| Terms | English Definitions |
Angle | Two rays sharing the same endpoint also called the angle vertex |
| Acute angle | An angle measuring less than 90 radians and whose measure is between 0° and 90° |
| Adjacent | Close to or near something |
| Approximately | “almost”, “about” or “close to.” |
| Asymptote | A line that continually approaches a given curve, however, does not meet it at any finite distance |
| Algebra | The field of mathematics that substitutes letters for numbers to solve for unknown values |
| Altitude | A line segment from a vertex and perpendicular to a line containing the base (the side opposite the vertex) |
| Area | The extent or measure of a surface or piece of land, given in square units |
| Arc | Any smooth curve joining two points |
| Axis | The line to which a curve or figure is drawn, measured, rotated |
| Binomial | A polynomial equation with two terms habitually joined by a plus or minus sign |
| Bisect | Divide into two parts |
| Bisector | Something that cuts an object, usually an angle, into two equal parts |
| Cube | The cube of a number n is its third power, in other words, the result of multiplying three instances of n together. |
| Calculate | Evaluate or determine the amount or number of something in mathematics |
| Calculus | Field of mathematics involving derivatives and integrals, Calculus is the study of motion in which changing values are considered. |
| Cylinder | A three-dimensional shape featuring two circle bases joined by a curved tube |
| Chord | A segment joining two points on a circle |
| Circumference | The entire distance around a circle or a square |
| Coefficient | A letter or number expressing a numerical quantity attached to a term, usually at the beginning |
| Common Factors | A factor shared by two or more numbers they are numbers that divide exactly into two different numbers. |
| Convex | An outline or surface curved, such as the exterior of a circle or sphere |
| Constant | A value that does not change |
| Concave | An outline or surface that curves inward, such as the interior of a circle or sphere |
| Complementary Angles | Two angles that equal together 90° |
| Coordinates | Group of numbers used to show the position of a point, line, or plane |
| Collinear | The collinearity of a set of points is the property of their lying on a single line |
| Concentric | Indicating circles, arcs, or other shapes that share the same center |
| Cosine | Cosine is a ratio that describes the length of the side adjacent to an acute angle (in a right triangle) to the length of the hypotenuse |
| Curve | A continuous and smooth flowing line without any sharp turns |
| Denominator | The bottom number of a fraction |
| Diagonal | A real number on the base ten standard numbering system |
| Diameter | A line that moves through the center of a circle and divides it in half |
| Difference | The answer to a subtraction problem, in which one number is removed from another |
| Differentiation | Process of finding the derivative, or rate of change, of a function |
| Dimensions | The minimum number of coordinates needed to specify any point within it |
| Direction | Where something is pointing |
| Distance | The length of a straight line segment that links them |
| Divisible | A number is said to be divisible by another number if the remainder is 0 |
| Decimal | A number whose whole number portion and the fractional part is separated by a decimal point |
| Degrees | Unit of angle measure |
| Draw/sketch | Produce by making lines and marks |
| Equidistant | At equal distances |
| Equivalent | Equal in value, amount, function, meaning |
| Endpoint | The “point” at which a line or curve finishes, or generally any of the most distant points on anything |
| Equation | A statement that shows the equality of two expressions by combining them with an equals sign. |
| Equilateral triangle | A statement that indicates the equality of two expressions by joining them with an equals sign |
| Event | This term often indicates an outcome of probability; it may answers questions about the probability of one scenario happening over another |
| Even Number | Any number that can be divided or is divisible by 2 |
| Express | Convey in words or by gestures and conduct |
| Expressions | Symbols that describe numbers or operations between numbers |
| Exponent | The number that indicates repeated multiplication of a term, shown as a superscript above that term. |
| Formula | A rule that numerically expresses the relationship between two or more variables. |
| Fraction | A quantity that is not whole that includes a numerator and denominator |
| Function | An expression, rule, or law defining a relationship between one variable, the independent variable, and another variable, the dependent variable |
| Frequency | The number of times an event can occur in a given period; often used in probability calculations. |
| Geometry | The study of lines, angles, shapes, and their properties |
| Greatest Common Factor | The largest number common to every set of factors that divides both numbers exactly. |
| Hexagon | A six-sided and six-angled polygon |
| Hypothesis | A supposition or proposed explanation made based on limited evidence as a starting point for further investigation |
| Hyperbola | A kind of conic section or symmetrical open curve |
| Horizontal | Anything parallel to the horizon |
| Hypotenuse | The longest side of a right-angled triangle, opposite to the right angle itself. |
| Increase | Grow or make greater in size, amount, intensity, or degree. |
| Intersection | A point at which two or more things meet |
| Integer | A whole number is not a fraction |
| Integration | A process of finding an integral or integrals |
| Intercept | The value where a line or curve intersects the axis |
| Isosceles triangle | A triangle that has two sides of equal length |
| Line | A straight one-dimensional figure that doesn’t have any thickness and extends infinitely in both directions. |
| Linear | An equation that creates a straight line when it is graphed. |
| Length | Size of an object or distance between two points |
| Mean | The mean is the same as the average. Addition a series of numbers and divide the sum by the total number of values to find the mean. |
| Median | The middle number in a sorted, descending, or ascending list of numbers |
| Midpoint | A point that is precisely halfway between two locations |
| Mode | The mode in a list of numbers that occur most frequently |
| Monomial | An algebraic expression composed with one term |
| Multiple | A product of a number and any other whole number |
| Obtuse angle | An angle measuring between 90° and 180° |
| Octagon | A polygon with eight sides |
| Oblique | Angles that are not 0°, 90°, 180°, or 270° |
| Odds | The likelihood/ratio of a probability event happening |
| Odd Number | A whole number that is not divisible by 2. |
| Operation | Refers to addition, division, multiplication, or subtraction |
| Ordinal | Ordinal numbers provide the relative position in a set: first, second, third, etc. |
| Opposite | The number on the other side of the 0 number line and the same distance from 0 |
| Oval | Curve resembling a squashed circle |
| Parallel | Lines in a plane that are always the same distance apart and never intersect |
| Parallelogram | A quadrilateral with two sets of opposite sides that are parallel |
| Parabola | An open curve whose points are equidistant from a fixed point described as the focus, and a fixed straight line described as the directrix |
| Pentagon | A five-sided polygon. |
| Percent | A ratio or fraction with the denominator 100 |
| Perimeter | The total distance comprising the outside of a polygon |
| Perpendicular | Two lines or line segments crossing to form a right angle (90 degree) |
| Pi | Represent the ratio of a circle’s circumference to its diameter, denoted with the Greek symbol π. |
| Plane | When a set of points join together to create a flat surface that extends in all directions |
| Polygon | Line segments connected together to form a closed figure. |
| Polynomial | A total of two or more monomials |
| Probability | The branch of mathematics studying the likelihood of an event happening |
| Product | The sum obtained through the multiplication of two or more numbers |
| Proper Fraction | A fraction whose denominator is greater than its numerator |
| Pyramid | A polyhedron formed by joining a polygonal base and a point called the apex |
| Quadrant | The plane is divided into four sections; each called a quadrant. |
| Quadratic Equation | An equation that you can write with one side equal to 0 |
| Quadrilateral | A four-sided form polygon |
| Quadruple | Multiply or to be multiplied by the number 4 |
| Qualitative | Properties described using qualities rather than numbers |
| Quotient | The solution to a division problem |
| Rhombus | A parallelogram with 4 sides of equal length and no right angles |
| Radical | A symbol that represents a particular root of a number |
| Radius | A distance determined by measuring a line segment reaching from the center of a circle to any point on the circle |
| Ratio | The relationship between two quantities expressed in words, fractions, decimals, or percentages |
| Range | The difference between the minimum and maximum in a set of data |
| Rectangle | A parallelogram with 4 right angles |
| Reciprocals | Created by dividing one by the number itself. |
| Reduce | Make smaller or less in size, amount, or degree |
| Remainder | The number left over when a quantity cannot be divided evenly, expressed as an integer, fraction, or decimal |
| Repeating Decimal | A decimal with endlessly repeating digits. For instance, 88 divided by 33 equals 2.6666666666666…(“2.6 repeating”) |
| Right Angle | An angle equal to 90° |
| Right Triangle | A triangle with one right angle |
| Scalene Triangle | A triangle with 3 unequal sides |
| Sector | The area between an arc and two radii of a circle and sometimes referred to as a wedge. |
| Segment | A part of a line bounded by two distinct endpoints and contains every point on the line between its endpoints |
| Slope | Shows the steepness or incline of a line |
| Square | The result of multiplying a number by itself |
| Square Root | A number squared is multiplied by itself. |
| Stem and Leaf | A graphic organizer to organize and compare data |
| Standard deviation | A measure of the amount of variation or dispersion of a set of values |
| Symmetry | Two halves that match correctly and are identical across an axis. |
| Subtraction | The operation of determining the difference between two numbers or quantities by “removing” one from the other |
| Sum | The result you get by adding two or more numbers or terms |
| Surface | A measure of the total area occupied by an object |
| Speed | The rate at which someone or something can move or operate |
| Tangent | A straight line that is touching a curve from only one point |
| Term | Piece of an algebraic equation; a number in a sequence or series |
| Theorem | A general proposition not self-evident, however, proved by a chain of reasoning; a truth established using accepted truths. |
| Translation | A geometrical movement in which a figure or shape is moved from each of its points at the same distance and in the same direction. |
| Transversal | A line that crosses or intersects two or more lines. |
| Trapezoid | A quadrilateral with exactly two parallel sides |
| Tree Diagram | Show all possible outcomes or combinations of an event in probability |
| Triangle | A three-sided form polygon |
| Trinomial | A polynomial with three terms. |
| Trigonometry | Trigonometry is a field of mathematics that studies relationships between side lengths and angles of triangles. |
| Unit | A standard quantity we use to measure. For instance, inches and centimeters are units of length, pounds and square meters and acres are units of area, and kilograms are units of weight. |
| Uniform | It means “all the same.” and describes size, texture, color, design, and more. |
| Value | A number representing the result of a calculation or function |
| Variable | A letter used to indicate a numerical value in equations and expressions. |
| Vertex | Where two-dimensional sides or three-dimensional edges meet |
| Vertical | Something that rises straight up from a horizontal line or plane |
| Venn Diagram | A diagram that exhibits all possible logical relations between a finite collection of different sets |
| Volume | A unit of measure representing how much space a substance occupies or the container’s capacity, provided in cubic units. |
| Weight | The measure of how heavy something is |
| Width | The measurement of the distance of a side of an object |
| Whole Number | A positive integer |
| Yard | A unit of measure that is equal to about 91.5 centimeters or 3 feet |
Closing thoughts
Having acceptable English and maths skills is essential in dealing with everyday situations.
English and maths skills will help access higher education at prestigious universities, better and rewarding international employment opportunities, earn more money, and potentially live longer and happier lives.
It is never too late to improve your English and maths skills. You can still take online classes or if you are still at school stay focused during these classes to reap the rewards in the future.