Ensure Students Learn the "Academic Language" of Mathematics
Classroom Examples of Ensuring Students Learn the "Academic Language" of Mathematics
Mathematics is recognized as the most difficult content area reading material, “with more concepts per word, per sentence, and per paragraph than any other area” (Schell, 1982, p. 544). Because vocabulary represents and provides access to concepts, instruction in the vocabulary of mathematics must be intentional. It requires careful attention within the school curriculum (Gawned, 1990). The vocabulary of mathematics can also pose special challenges because the terms such as “table,” “line,” “sum,” “equal,” and “average” may be used differently in conversation than in mathematics. Each time a teacher introduces or uses a term for this first time (even if it is likely students have encountered it in previous mathematics lessons), he or she should be sure to first ask students what the common meaning is before introducing the mathematical meaning.
The need for rich and meaningful vocabulary knowledge in developing concepts in content areas is documented by research and is generally accepted by classroom teachers (Monroe & Panchyshyn, 1995-1996). Students must develop a web of understanding around mathematics vocabulary and definitions. Teachers must stress that some words used in mathematics have other common meanings but in mathematics have specialized meanings. Furthermore, the symbolic representations in mathematics have their own rules for order, conventions, position, and grouping that must be learned and used correctly and consistently by teachers as well as students.
1. Word Walls (elementary)
Math word walls can be used to help develop elementary students’ mathematics vocabulary. In an early primary classroom, teachers can use a bulletin board or even a blank wall to display new mathematics words or symbols. During the lesson as symbols or vocabulary or are introduced and used, teachers or students can write and illustrate definitions or examples on strips and placed so that all may easily see and reference them. The word wall will change during the school year as new words and symbols are introduced and others are retired. For example, the display of “equal” would include the word, the symbol “=”, synonyms, the definition, and pictures such as a balanced scale. Non-examples might be included as well. In the intermediate grades students can use a section of their math journals to develop a personalized glossary/dictionary based on the word wall for easy access to mathematics vocabulary and definitions. This gives students a reference for the word and creates a common classroom language.
http://www.linkslearning.org/Teachers/1_Math/2_Curriculum_Planning/4_Math_Vocabulary/index.html
2. Growing Patterns (elementary)
With “Growing Patterns,” elementary students extend number patterns, describe a rule for the pattern, and use pictures, words, and symbols to describe relationships between two quantities. They also communicate mathematical thinking.
http://www.mathsolutions.com/index.cfm?page=wp10&crid=137&contentid=460
Below are activities for specific grades:
Pre-K—2
http://standards.nctm.org/document/eexamples/index.htm#Pre-K-2
Kindergarten http://www.learner.org/channel/courses/teachingmath/gradesk_2/session_04/section_03_e.html
Grade 3
http://rpdp.net/GAP/grade3/IS3-7.pdf
Grades 3-5
http://illuminations.nctm.org/LessonDetail.aspx?ID=L304
Grade 4
http://www.uen.org/Lessonplan/preview?LPid=6101
Grade 5
http://www.uen.org/Lessonplan/preview.cgi?LPid=6158
Grade 6
http://www.uen.org/Lessonplan/preview?LPid=15425
3. Personalized glossary/dictionary and graphic organizers (high school)
Students can develop a personalized glossary/dictionary for easy access to mathematics vocabulary and definitions. This gives them a reference for the word and creates a common classroom language. Additionally, graphic organizers such as the Frayer Model can help students by illuminating examples and non-examples. The concept map emphasizes the connections between representations for a given concept (graphic, numeric, algebraic, pictorial, and verbal).
http://www.mrsbrownsmathclassonline.com/cip/ciphome.htm
4. Tracking new vocabulary (high school)
In a high school classroom, students use a section of their math journals for a class project that tracks the use of two types of vocabulary. One, new mathematical vocabulary words, and two, mathematical words used in other classes, or in other places, with different definitions. Each time a new word is added all students should add it to their journals. Students should include an entertaining and informative description of a mathematical and non-mathematical example of proper, and improper usage of the word. Students can be selected at random to read what they wrote out loud to the class. The best examples that can be used accurately and consistently by the class can be posted on the wall. (Include SAT-related mathematical vocabulary too.)
Epp. S.S. (1999). The language of quantification in mathematics instruction. In L.V. Stiff & F.R. Curcio (Eds.),BI1999 yearbook (p.188– 197). Reston, VA: National Council of Teachers of Mathematics.