Mathematical Vocabulary Research Articles

Professional Development with Performance Feedback to Improve Special Education Teachers’ Mathematics Vocabulary Instruction

Professional Development with Performance Feedback to Improve Special Education Teachers’ Mathematics Vocabulary Instruction

A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty

This systematic review synthesizes the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K through 12. We evaluated methodological rigor using three indicators: research design, implementation fidelity, and instruction in the counterfactual. Six peer-reviewed studies and three unpublished dissertations between 1990 and 2022 met inclusion criteria. Results showed mathematics vocabulary interventions improved students’ vocabulary knowledge, particularly when instruction was explicit with multiple opportunities to practice. Findings were less conclusive on whether improved mathematics vocabulary knowledge led to improved performance on related mathematics content. Results suggest mathematics vocabulary intervention is beneficial for higher-level mathematics reasoning, such as word-problem solving. The seven group design studies received an M rating of at least acceptable for methodological rigor, and one of two single-case studies met What Works Clearinghouse design standards without reservations. We highlight promising instructional practices implemented across studies that resulted in improved vocabulary outcomes.

Elementary students' argumentative and explanatory mathematical writing about fractions

AbstractMathematical writing (MW) is an important yet underutilized form of mathematics discourse. Given the lack of attention to MW, there are few resources to support the implementation and assessment of MW. This study responds to the lack of resources by describing a MW unit focused on fractions that was implemented during a summer school program to support rising fourth grade students with explanatory and argumentative writing. Findings from the study revealed that students used different forms of reasoning about fractions to compose their mathematical argument and explanation. We also identified five categories that captured how students communicated a mathematical argument and explanation: writing organization, precise mathematical vocabulary, mathematics content, mathematical representation, and characteristics specific to a mathematical argument/explanation. The five categories led to the development of an analytic rubric for argumentative and explanatory writing.

A literature review: Mathematics vocabulary intervention for students with mathematics difficulty

AbstractThis paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary or with an embedded vocabulary component. Ultimately, 13 studies with participants from kindergarten to Grade 8 were included in the review. The majority of included studies had dual foci on vocabulary and other mathematics content, including whole number computation, word problem solving, fractions, algebra, or geometry. All studies that measured mathematics vocabulary performance indicated positive student outcomes. In addition, multiple studies indicated positive effects on measures of other mathematics content beyond mathematics vocabulary knowledge. We noted six instructional practices across studies that bolstered the mathematics vocabulary performance of students with mathematics difficulty. From most to least common, these practices included formal vocabulary use, explicit instruction, use of representations, repeated exposures, pre‐teaching, and graphic organizers. Implications are addressed for both researchers and practitioners.

Mathematics Vocabulary and Problem-solving Skills of Grade 4 Pupils in Narvacan North District

This study assessed the levels of mathematics vocabulary and problem-solving skills among Grade IV learners in public elementary schools in Narvacan North District. The primary aim is to assess how well students understand and use mathematical terminology and their ability to apply this knowledge to solve mathematical problems. The research involved a sample of 366 Grade IV students, utilizing validated tests and problem-solving assessments to gather the needed data. Results indicate that moderate grasp of mathematical terms, there is notable variability and room for improvement. Furthermore, parents' educational attainment and learners' vocabulary levels are significantly related implying that higher parental education is modestly associated with better vocabulary outcomes. In terms of problem-solving skills, the findings show that learners also demonstrate moderate proficiency. Importantly, the analysis reveals that demographic factors such as age, and gender, and significantly related to problem-solving abilities, indicating that these skills are influenced more by other factors. The study concludes that enhancing instructional strategies and providing targeted support can significantly improve both vocabulary and problem-solving skills. Engaging parents in their children's education and offering additional resources can further bolster these efforts. Future research should explore other influential factors and effective interventions to support the mathematical development of Grade IV learners, thereby laying a stronger foundation for their continued academic success.

Learning Strategies ofr Translating English Texts Into Indonesian Students

Multilingual ability is one of the abilities that is really needed in the global era and industrial era 4.0. One of the most vital international languages ​​is English, because English can connect society with the world in various fields, including education. The method used in this research uses Systematic Literature Review (SLR) to find out the most appropriate method for designing Enterprise architecture in government agencies. This research results in the fact that students are quite familiar with mathematics vocabulary and mathematics learning in English, thus the "comprehension strategies" stage has been carried out quite well. However, it can be seen that P students use a type of word-for-word translation which results in the translation results being less smooth and the meaning less precise in the context of phrases, clauses and sentences. So it can be said that the "production strategies" stage is still not good.

The role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students

Does mathematical vocabulary predict the change in students’ performance on mathematical tasks from one academic year to the next? Chilean Spanish-speaking students (N = 87) completed measures of mathematical vocabulary, mathematical skills (i.e., arithmetic fluency, calculation, and applied problems), receptive vocabulary, and working memory in Grade 2 (T1, Mage = 7:11 years:months, SD = 0:5, 46% girls). One year later (T2) they completed the same mathematical measures. Concurrent relations were found between mathematical vocabulary and the three mathematical skills at both time points. Together, general and mathematical vocabulary at T1 explained significant unique variance in the change in applied problems and calculation from T1 to T2. For calculation however, only mathematical vocabulary predicted significant unique variance in the change from T1 to T2. Change in arithmetic fluency was only predicted by working memory. These results address the roles of general and mathematical vocabulary in students’ mathematical development in elementary school.

The Mathematics-Language Proficiency: The Learners’ Perspecctive

Mathematics is considered a difficult school subject by majority of learners. For many learners, mathematics is a series of hurdles and challenges-a task made with continued failure and seeming irrelevance in spite of the value that mathematics plays in society. The effect of this has been unwilling class participation, disinterestedness, haphazard solving of mathematical tasks, plus low achievements and failure to communicate mathematics. The latter effect is important in application of mathematics in occupations such as building, construction, engineering and accounting. This state of affairs propagated the topic of the paper: “The Mathematics-Language Proficiency: The Learners’ Perspective”. The objective was to find out the nature of the relationship between proficiency in mathematics vocabulary and conceptual understanding of mathematics. The study drew on Vygotskian Socio-Cultural Theory (SCT) and used a multiple-case study design. The sample size of the study was 1353 participants comprising of 1339 form three learners and 14 mathematics teachers drawn from Sub-County Schools (SCS), County Schools (CS) and Extra-County Schools (ECS) in Bungoma South Sub- County. Data were collected by questionnaires, classroom observations and interviews. Analysis was done using Pearson correlation with two tailed tests for all the tests with a level of significance of 0.01. The study found out that there exists a strong positive relationship between mathematics vocabulary and conceptual understanding across all cases, that is, 0.798, 0.778 and 0.709 in SCS, CS and ECS respectively. Further learners were unable to interpret the meaning of some mathematics solutions after solving the question correctly. The study concluded that proficiency in mathematics vocabulary is necessary but not sufficient for conceptual understanding of mathematics. The study recommends learners to be supported in communicating mathematics ideas both verbally and in writing during mathematics lessons to broaden their conceptual understanding of mathematics.

Development of a Fraction Vocabulary Measure

Developing mathematics proficiency requires an understanding of mathematics vocabulary. Although previous research has developed several measures of mathematics vocabulary at different grade levels, no study focused solely on fraction vocabularies. We developed and tested a measure of fraction vocabulary for students in Grade 4 to determine the internal consistency and difficulty level of such a measure. Analysis indicated the measure demonstrated high internal consistency. Students, on average, answered less than one-third of fraction vocabularies correctly. We also detected performance differences between students with and without mathematics difficulty and dual-language learners and their peers.

Computing Y-index of Different Corona Products of Graphs

The Y-index of a graph is defined by the sum of four of degrees of the vertices of a graph. Among the all topological indices the Zagreb indices have been used more considerably than any other topological indices in chemical literature. The concept of Corona Product is a recent inclusion to mathematical vocabulary. One of the most significant graph operations is the corona product of several generic and specific graphs, which is one of the most well-known graph products. In this study, we derive some explicit formulations of several corona product types, including subdivision-vertex corona, subdivision-edge corona, subdivision-vertex neighborhood corona, subdivision-edge neighborhood corona, and vertex-edge corona of two graphs.

Verbalized arithmetic principles correlate with mathematics achievement.

When mathematical knowledge is expressed in general language, it is called verbalized mathematics. Previous studies on verbalized mathematics typically paid attention to mathematical vocabulary or educational practice. However, these studies did not exclude the role of symbolic mathematics ability, and almost no research has focused on verbalized mathematical principles. This study is aimed to investigate whether verbalized mathematics ability independently predicts mathematics achievement. The current study hypothesized that verbalized mathematics ability supports mathematics achievement independent of general language, related cognitive abilities and even symbolic mathematical ability. A sample of 241 undergraduates (136 males, 105 females, mean age = 21.95, SD = 2.38) in Beijing, China. A total of 12 tests were used, including a verbalized arithmetic principle test, a mathematics achievement test, and tests on general language (sentence completion test), symbolic mathematical ability (including symbolic arithmetic principles test, simple arithmetic computation and complex arithmetic computation), approximate number sense ability (numerosity comparison test) and several related cognitive covariates (including the non-verbal matrix reasoning, the syllogism reasoning, mental rotation, figure matching and choice reaction time). Results showed that the processing of verbalized arithmetic principles displayed a significant role in mathematics achievement after controlling for general language, related cognitive abilities, approximate number sense ability and symbolic mathematics ability. The results suggest that verbalized mathematics ability was an independent predictor and provided empirical evidence supporting the verbalized mathematics role on achievement as an independent component in three-component mathematics model.

Le vocabulaire mathématique de l’enfant : revue de littérature systématique et synthèse narrative

There is a strong link between the development of spoken language in children and the development of their mathematical skills. The objective of the current research is to identify studies and synthesize the scientific knowledge acquired to date on mathematical vocabulary in children. The research method used was a systematic literature review. The results are presented in a narrative synthesis. This review showed that different terminologies are identified in the articles. Mathematical vocabulary is most often assessed in comprehension only, and it is a strong predictor of many mathematical and cognitive skills. The review points out also that children with mathematics learning difficulties have difficulties with mathematical vocabulary. Furthermore, the present synthesis highlights the interest of explicit learning of mathematical vocabulary in children between the ages of 6 and 11 years, particularly through shared reading for the youngest. Finally, no study has investigated mathematical vocabulary in French.

Exploring Mathematics Vocabulary Alignment in a Future Elementary Teacher’s Trajectory: A Case Study

ABSTRACT This qualitative case study explored an elementary foundations mathematics course and the mathematics vocabulary elementary pre-service teachers (PSTs) encounter at various stages in their preparation as mediated by curriculum, standards, and assessment materials. Guided by the theoretical lens of a constructivism-informed conceptual framework, text analyses indicated varying degrees of alignment of mathematics vocabulary when comparing across the materials gathered from different points in PSTs’ preparation and future careers as educators. Further investigation indicated that considering alignment as a process provided possible opportunities for continued curricular improvement related to promoting mathematics vocabulary for elementary PSTs.

Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms

AbstractMiddle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content‐area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content‐area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers’ use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers’ use and quality of explicit mathematics vocabulary instruction.

MATHEMATICAL VERBS IN POLISH AND ENGLISH PHRASEOLOGY: A COMPARATIVE STUDY

The use of mathematical vocabulary in phraseology is a topic of numerous papers as numbers indicate not only quantity but may also have a cultural connotation. In the paper, Polish and English phraseological units with the verbs indicating basic mathematical operations are analysed. The study shows the common phraseological expressions containing these verbs in Polish and English and if there is equivalence between the languages in question.

Development and Acceptability of Math Based Reading Module for Enhancing Mathematical Vocabulary of Grade VI Pupils: Inputs in the Brigada Pag-Basa Reading Program 2022

The study focused on determining the acceptability of the Reading Module in Mathematics: in enhancing the Mathematical Vocabulary for Grade Six Pupils of Kapalaran Elementary School during the conduct of BE Brigada Pag-basa School year 2022. The study's respondents were the thirty (30) selected Grade Six pupils in Mathematics subject of Kapalaran Elementary School using simple random sampling utilizing the fish bowl technique, and twenty (20) selected teacher respondents using stratified sampling technique. More so, the researchers used quasi-experimental and descriptive method of research. The level of acceptability of the developed reading module was assessed in terms of its content, clarity, appeal to the target user, originality, knowledge questions, applicability, and format using the descriptive method of research. The study found out that there is an increase in the posttest means score of the grade six pupils at after being exposed to the Reading Module which means that the respondents gained more Vocabulary Understanding and their performance in will be improved. Then, the null hypothesis was rejected for the significant difference on the level of Vocabulary Understanding of grade six pupils at before and after exposure to the reading module in mathematic VI as revealed by the pretest and posttest with respect to the different topics. Finally, the Reading Module in Mathematics were found ‘Much Acceptable. The study concluded that the pupils obtained a high performance in the post-test as revealed by the respondents with the used of the Reading Module in Mathematics VI. Lastly, the Reading Module in Mathematics VI is an effective tool for reading intervention and in elevating the progress of vocabulary and understanding on the part of the pupils.

Rudimentary stages of the mathematical thinking and proficiency

A national-level dataset (n = 7770) at grade 1 of primary school is re-analyzed to study preconditions in proficiency in mathematical concepts, operations and mathematical abstractions and thinking. The focus is on those pupils whose preconditions are so low that they are below the first measurable level of proficiency in the common framework with reference to mathematics (CFM). At the beginning of school, these pupils may not be familiar with, e.g., the concepts of numbers 1–10, they may not be aware of the consecutive nature of numbers, and they have no or very limited understanding of the basic concepts of length, mass, volume, and time. A somewhat surprising finding is that the key factor explaining the absolute low proficiency in mathematics appeared to be a low proficiency in listening comprehension. This variable alone explains 41% of the probability of belonging to the group of pupils who are not able to show proficiency enough to reach the lowest level in any of the criteria. It is understandable that, if language skills are underdeveloped in general, a child is not expected to master the specific mathematical vocabulary either and, hence, the low score in a test of preconceptions in mathematics too. Other variables predicting the absolute low level or preconditions of mathematics are the decision on intensified or special support, status of Finnish or Swedish as second language, and negative attitudes toward mathematics.

Development and Acceptability of Math Based Reading Module for Enhancing Mathematical Vocabulary of Grade VI Pupils: Inputs in the Brigada Pag-Basa Reading Program 2022

The study focused on determining the acceptability of the Reading Module in Mathematics: in enhancing the Mathematical Vocabulary for Grade Six Pupils of Kapalaran Elementary School during the conduct of BE Brigada Pag-basa School year 2022. The study's respondents were the thirty (30) selected Grade Six pupils in Mathematics subject of Kapalaran Elementary School using simple random sampling utilizing the fish bowl technique, and twenty (20) selected teacher respondents using stratified sampling technique. More so, the researchers used quasi-experimental and descriptive method of research. The level of acceptability of the developed reading module was assessed in terms of its content, clarity, appeal to the target user, originality, knowledge questions, applicability, and format using the descriptive method of research. The study found out that there is an increase in the posttest means score of the grade six pupils at after being exposed to the Reading Module which means that the respondents gained more Vocabulary Understanding and their performance in will be improved. Then, the null hypothesis was rejected for the significant difference on the level of Vocabulary Understanding of grade six pupils at before and after exposure to the reading module in mathematic VI as revealed by the pretest and posttest with respect to the different topics. Finally, the Reading Module in Mathematics were found ‘Much Acceptable. The study concluded that the pupils obtained a high performance in the post-test as revealed by the respondents with the used of the Reading Module in Mathematics VI. Lastly, the Reading Module in Mathematics VI is an effective tool for reading intervention and in elevating the progress of vocabulary and understanding on the part of the pupils.

The dream of recapture

Abstract As a response to the semantic and logical paradoxes, theorists often reject some principles of classical logic. However, classical logic is entangled with mathematics, and giving up mathematics is too high a price to pay, even for nonclassical theorists. The so-called recapture theorems come to the rescue. When reasoning with concepts such as truth/class membership/property instantiation, (These are examples of concepts that are taken to satisfy naive rules such as the naive truth schema and naive comprehension, and that therefore are compatible with a solution to paradox cast in the logics considered below. Other notions of similar kind can be added to the list.) if one is interested in consequences of the theory that only contain mathematical vocabulary, nothing is lost by reasoning in the nonclassical framework. This article shows that this claim is highly misleading, if not simply false. Under natural assumptions, some well-established approaches to recapture are incorrect.

How early mathematics interventions support mathematics vocabulary learning: A content analysis

AbstractWhile there is a strong research base that supports intervening early in mathematics, research investigating the importance of mathematics vocabulary is still emerging. Practitioners and researchers may benefit from understanding how mathematics interventions support mathematics vocabulary acquisition, particularly for students who struggle with learning mathematics. Thus, the purpose of this study was to conduct a mathematics vocabulary content analysis across seven kindergarten and first‐grade mathematics interventions. Across the intervention lessons, we recorded suggested teacher and student actions related to mathematics vocabulary instruction. The results indicated the most common instructional strategies used to teach mathematics vocabulary include: providing students with the opportunity to apply the meaning of the vocabulary term (94.7%), using representations (66.4%), and asking students to respond to teacher prompts using the term (44.7%). Overall, 29.7% of lessons clearly defined vocabulary terms, and 5.8% of lesson objectives addressed teaching the definition of the term. We discuss implications for researchers and practitioners to supplement interventions with opportunities for students to learn, practise, and apply mathematics vocabulary.