Post 4 - Baseline Data collected!

After getting all of my consent forms back this week (bribery works miracles :) ), I was able to finally get some baseline data for my research.  I gave the students a pre-test this week that consisted of 15 vocabulary terms for our Linear Formulas unit.  This is a unit that we have just started, but most of the vocabulary should be review for the students as it is vocabulary they have been using with linear units for several years now.  For example, the students should have already known the definitions for: parallel lines, perpendicular lines, slope, and a coordinate plane.  Out of 11 students taking Algebra I in a resource setting, I only had one student get five vocabulary definitions correct on the pre-test.  The rest of the students only managed to get one or two vocabulary definitions correct.  This goes to show, in my opinion, that vocabulary is definitely an area that needs improvement.  Next week, I will begin Marzano's six-step approach to teaching the vocabulary and start collecting data on how the students do with small groups of vocabulary at a time.  I will update when I have that data!

Post 3 - Update on Research

Because I ran into an issue getting my IRB approved by the IRB board, I am just now getting my Consent letters out to the parents and students.  We have been on fall break this week, therefore I have yet to receive any returned consent forms.  Once we get back to school on Monday, and I receive my consent letters, I will then start my data collection and hopefully have results to post for you soon! 

Post 2 - Data Collection Method

At the beginning of the action research, all four sections will be given a vocabulary test in order to determine their base knowledge of the words. For the ease of data collection, and to keep the process as objective as possible, the words and definitions test will be a matching-type test. Therefore, I can eliminate my own subjectivity as to whether a student has an understanding of the word. Once the base knowledge has been determined, I will then proceed to teach using Marzano’s Six-Step Process:

1. Provide a description, explanation, or example of the new term.
2. Ask students to restate the description, explanation, or example in their own words.
3. Ask students to construct a picture, pictograph, or symbolic representation of the term.
4. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks.
5. Periodically ask students to discuss the terms with one another.
6. Involve students periodically in games that enable them to play with terms.

At the conclusion of the unit, the students will again be given the same vocabulary test given as the pretest, and then the scores will be compared to the original scores to determine the effectiveness of the vocabulary strategy. Additionally, I believe that a Likert scale will be useful in data collection. I want to know how the students rate the learning themselves. Do they, in fact, find the method useful and did it help them to better understand the vocabulary? While the data may reflect one thing, it is important that I understand how the students rate their learning as well.

Post 1 - The Problem...VOCABULARY

         

Before teaching LBD Algebra 1 in a resource setting, I taught in a regular education classroom teaching 6th grade math. In both of these settings, it has been brought to my attention that my students not only struggle with the computation part of math - but also the vocabulary behind the math. In my opinion this is truly what the students struggle with the most. In my studies at Georgetown College, I have had very little opportunity to focus research and study on the core content which I teach. So, this is a welcome opportunity for me to actually get to research a topic in my field. I am especially interested in why the mathematics vocabulary is so difficult for my students and what strategies or practices can best be employed to improve comprehension of mathematics vocabulary.

I have found very little specific research on how vocabulary techniques can improve mathematics comprehension, so a gap exists in the research in this area. In fact, research into the specific area of improving mathematics vocabulary skills has been lacking for a long time. I am finding the same lack of specific mathematics vocabulary research today equally challenging. How can I improve the skills of my students when such a gap in the research exists? I am finding this both daunting and challenging as I undertake my research. However, I will take a proven vocabulary teaching strategy, and determine if it will also work with mathematics vocabulary.