The Impact of Vocabulary on Solving

Mathematical Word Problems

Natalie Briggs
College of Education, Seminar in Curriculum Research, EDG 6935 692

Introduction
Abstract

Methods

Results

Word Problem Information

Problem #

The purpose of this action research project is

to evaluate the extent in which the use of an
interactive word wall in a middle school
mathematics classroom will increase the
completion and success rate of students
solving mathematical word problems. In order
for students to be successful problem solvers
in mathematics, they must be able to
recognize, comprehend, and apply content
related vocabulary. The research took place
in a sixth grade advanced math class
consisting of 103 participants. The results
indicated that other factors such as student
motivation, reading levels, and complexity of
the problem impacted completion and
success rate of mathematical word problems
to a greater degree than the teacher
intervention.
Research Question

oChange the way vocabulary is taught and

referenced by the use of an interactive
word wall.
oStudents assigned three pre-selected
word problems each class that utilized the
vocabulary from the interactive word wall.
oUsed Daily Word Problem Information
Sheet to record the completion and
success rate of the mathematical word
problems.
oMean score of assigned word problems
pre and post intervention were compared.

Demographics

oTitle 1 Middle School with approximately

994 students.
o78% Minority Students
oSchool grade-C from the State of Florida
oGrade 6 Math Classroom

PreIntervention

PostIntervention

Single or Multi-Step
Pre
Post

Reading Level
Pre
Post

#1

1.17

1.71

Single

Single

7.8

3.6

#2

1.08

0.79

Single

Multi-Step

4.8

6.5

#3

1.01

1.21

Multi-Step

Single

4.1

3.9

#4

1.19

1.38

Multi-Step

Single

5.8

2.2

#5

1.26

0.84

Single

Multi-Step

7.1

4.6

#6

1.28

0.51

Single

Dependent

4.2

5.8

#7

0.91

1.36

Single

Single

7.0

7.1

#8

1.52

1.21

Single

Multi-Step

5.5

4.6

#9

1.28

0.94

Single

Dependent

2.6

5.2

#10

0.98

1.78

Multi-Step

Single

2.6

4.3

#11

0.70

1.63

Multi-Step

Single

2.8

8.2

#12

0.99

1.31

Single

Single

8.9

3.4

Mean Scores
The mean score: 1=incorrect, 2=correct

To what extent does the use of an interactive

word wall have on the completion and
success rate of mathematical word
problems?

Rubric
Score
0
1

Meaning
Not Attempted
Attempted but
not correct

Attempted and
Correct

Absent or Other
Circumstances

Implications

The results of a t-test indicated no

statistical significance between pre and
post-intervention mean scores.

Factors such as motivation, the complexity of

the problem including single or multi-step,
reading levels, and mathematical content
knowledge could impact results.
Seven problems that compared a single step
vs. a multi-step problem showed a decrease in
the mean scores.
The amount of parent support could also
affect results.

Action Plan
Pre and post questions include the same
verbiage and of the same reading level.
Equalize the complexity level of problems.
Include a vocabulary assessment.
Complete all assignments in class.