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This report describes a program that enhanced vocabulary development and communication within the content area of mathematics. The targeted population was a rural K-12 school district located in the Midwest approximately an hour from three major metropolitan cities. Evidence for the existence of the problem included teachers' observation, Arithmetic Done Daily (ADD), class discussion, assessment of mathematics performance, and journal entries. Information gathered suggested that the students were lacking the understanding of content vocabulary for mathematics, and therefore had poor communications skills that lead to unsuccessful communication of their mathematical understanding of a problem and its probable answer. The interventions used were many of the same strategies used by teachers to teach vocabulary in reading and any other content area rich in vocabulary. These strategies included vocabulary journals, math journals, vocabulary word wall, and Multiple Intelligence strategies that would try to reach all learners. The textbook series that the school district adopted had a wealth of activities that developed and built an understanding of the language used in math. Post intervention data showed an increase in understanding and use of mathematical vocabulary in math performance and in communication of mathematical issues. All students who participated in the study increased their vocabulary knowledge level in the area of mathematics vocabulary. (Contains 58 references.) (Author/ASK)

Descriptors: Classroom Communication, Elementary Secondary Education, Journal Writing, Mathematics Instruction, Multiple Intelligences, Teaching Methods, Vocabulary Development











Autor: Schwarz, Justine C.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8518&id=ED439017







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