Language, Literacy, and Learning in Math

A former professor, Bart Nelson, taught me that the so-called “real numbers” are poorly named because none of them are real; numbers do not exist and the term “imaginary number” is redundant. I was intrigued. What did he mean by that? As he explained his point of view I saw numbers in an entirely new context. Through a BBC documentary, 'The Story of 1' narrated by Terry Jones (Monty Python), I found out that zero was invented in India and is relatively new.  Mathemusician Vi Hart’s YouTube video series helped me realize that 0.999… equals 1 and that infinity is not a number. Something even more strange was learning about practical application for imaginary numbers when solving equations involving alternating current circuits; I figured that imaginary numbers were only for thought exercises or number games and it never occurred to me that they could have real world application. Much of my enthusiasm for math has come from sources outside the traditional classroom.
Prior to starting school again I used to enjoy chess, reading, movies, computer and board games, or even riding a unicycle. Now I work two jobs in order to afford to be a student so those pursuits are put on hold until some time in the distant future.
I plan to teach high school math. I will minor in chemistry or French. I want to teach higher level math since math is more interesting beyond algebra. I thought this would mean teaching calculus but, from what I can tell so far, it seems there is more focus on statistics rather than calculus when preparing for college with the common core.
In the past, I have been a substitute teacher and tutor for subjects such as English, French, math, chemistry, and physics. While working as a math lab tutor I was able to assist students learning material not understood from other tutors and professors. Several students were on the verge of changing majors because they had not been able to get through the math. I encouraged them not to give up on future career goals and helped them pass their classes. It was very rewarding. As I contemplated becoming a teacher I felt I could make the most difference by preparing students in high school for college.
Then I went through a divorce and my career plans got put on hold long enough that I no longer have the confidence I once did as a tutor but I have not lost the desire I had to make a positive difference.
There are elements of math in communication, entertainment, music, dance, martial arts, sports, games, and in nature but they are so interwoven that we do not typically think of them as math. We tend to think differently about everyday job and leisure activities that are math related and math which is taught in schools. For most of us, "math" is what we learn that might be required to obtain a degree or diploma but which we will never use again. That may be partially true for some but there is a great deal more we do end up using than we might realize. We often use it unaware or are surprised when we find ourselves commonly using math which we thought to never use again.
To me math is a language. I see myself as a linguist.
Literacy in math means learning to understand and communicate math words, graphs, pictures, or symbols the way you might with any other language.
This definition of literacy in relation to math is synonymous with fluency. I speak fluent French and hopefully also speak, read, and write fluent math.
As with any language, one becomes less proficient with lack of use. I am studying again to help regain some of the fluency I have lost. This experience will help me relate to other "language learners" who I will be teaching to become fluent (or in other words more literate) in the sometimes foreign language of math.