Tuesday, September 16, 2014
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.
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I agree. Vocabulary I something I feel gets forgotten in regards to math. Then we wonder why they don't understand why they can't do it.
ReplyDeleteBrooke, I would agree. Generally, people don't understand the vocabulary associated with Math for whatever reason. However, while the students are in their math classes (especially throughout high school) it is important for them to remember the vocabulary because everything builds off of skills learned in the previous class. LBD students are required to learn the same content as general education students (Alg. I, Alg. II and Geometry) therefore, in my opinion they need to know the vocabulary just the same - if not more - than the general education students.
DeleteWhat are some examples of math vocabulary. Surely it is more than knowing the names of shapes or the words for functions.
ReplyDeleteDr. Thompson, there are many different vocabulary terms that are associated with math. In Algebra I, I do not teach anything about shapes. They need to know the properties, such as: Associative Property, Distributive Property and Commutative Property. They also should know vocabulary words such as: Coefficient, Base, Power, Ascending Order, Descending Order, Coordinate Plane, Evaluate, Exponent, Factor, Inverse Operation (this is a big one for solving equations), Product, Quotient, Difference, Sum, Slope, etc. There are so many more vocabulary terms that I could list. A good example of all of the terms is: http://www.pbvusd.k12.ca.us/cms/lib07/CA01902269/Centricity/Domain/269/Vocabulary%20List%20for%20Algebra.pdf
DeleteMallory we were just talking about this very same thing last week in a team meeting. The vocabulary across the board seems like something these kids lack. Especially in math because it seems to be the hardest to implement, but one of the most important areas that kids understand the terminology. Great idea!
ReplyDeleteYou're right. We have talked about that in our PLCs the last couple weeks, and it is vocabulary in every content - not just Math - that needs desperate attention. I mean, for example, we gave an ACT bellringer the other day and the word "descending" was in the word problem. The kids couldn't do the math portion of the word problem because they didn't know that "descending" meant you were going down (or subtracting in this case). It was a huge eye opener for the other Algebra I teacher and myself.
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