Reading to Improve Math Vocabulary

Reading to Improve Math Vocabulary

Jovanny Pena

Manhattan College

EDUC 403
Reading to Improve Math Vocabulary 2

Abstract

Vocabulary and reading both play a significant role in a student’s ability to solve mathematical

problems. This action research focuses on students in Mrs. Lobotsky’s algebra class at Bronx

Collaborative High School in Bronx, New York. While working with the students, I noticed that

they could solve conceptual problems with guidance, but many had trouble doing it on their own

because they did not know the proper notations and definitions of math terms. I did further

research on implementing ways to incorporate more reading and learning vocabulary in the

classroom and devised a plan to help these students.

Reading to Improve Math Vocabulary 3

Look at the problem

During my field experience in Mrs. Lobotsky’s algebra class Bronx Collaborative High

School in Bronx New York, I noticed a few students had difficulty doing classwork due to their

lack of vocabulary knowledge. Many students had trouble solving problems without guidance or

even after looking back at their notes from the beginning of the lesson.

Examine what you know

Many students were able to solve the problems using examples that been done earlier in

the lesson but could not do it on their own. It was evident that these students needed help in

learning math vocab because many times I will go around to the students who were not doing

anything and ask, “what’s the first step?” Many of them shrugged their shoulders and said they

did not know what the question was asking. When I would point to a word and ask what it meant

they did not know although it was a word they had just done. They also had trouble recalling the

meaning of terms that were up on posters on the wall. Often times I would point to the posters

and encourage students to use their classroom resources.

Acquire Knowledge

According to Dunston and Tyminski teaching techniques for math terminology allows

students to expand their reasoning ability and move beyond problem solving. They believe math

vocabulary is highly decontextualized which means math terms are not situated in everyday

conversations because they are rarely included in dialogue that is used outside of classrooms.

Therefore, it’s important for teachers to address vocabulary deliberately. If vocabulary isn’t

taught with resonating computation becomes more important to the student and vocabulary will

lose its emphasis (Orton 2004). The researchers used two vocabulary strategies which were

Frayer model and four square; both of which are mostly beneficial to English language learners
Reading to Improve Math Vocabulary 4

because they require students to think deeply and connect new concepts to existing knowledge.

These strategies also visually convey meaning without the use of complicated sentence structure.

Much of what we learned in EDUC 360 is that for ELLs is easier to use more visual

representation of concepts, especially in the earlier stages. The researchers found that these

vocabulary strategies are effective ways
to help students grasp the concepts and terms that they

will encounter in math.

According to a study conducted by Jackson and Phillips (1983), the use of vocabulary

strategies improves student performance. The study introduced students two different methods.

One hundred and eleven students in three experimental classes completed some vocabulary-

oriented activities daily for 4 weeks; 102 students in three control classes received similar

instruct with no vocabulary-oriented activities. Students in the control group received traditional

vocabulary instruction which included copying definitions from the board in their notes and

memorizing them. These students were only provided with a single way of learning definitions

that made no connections to prior knowledge. Students in the vocabulary-oriented instruction

group received vocabulary instruction five to ten minutes daily for four weeks. Students were

taught how to recognize and identify terms and symbols. This gave students the opportunity to

connect the math to literal meaning and allowed them to categorize the terms. This use of

combining words with images/symbols I learned in my EDUC 202 class is known as dual-

coding, providing multiple ways for students to retain information using word and visuals. The

research concluded the significant outperformance of students in the vocabulary-oriented

instruction than those in the control group. This study demonstrated improvement in

vocabulary and math skills for students who received vocabulary instruction and showed that
Reading to Improve Math Vocabulary 5

vocabulary activities can be implemented in the classroom without disrupting the nature of the

class.

According to Else, students who read the math textbook in her class had better

understanding of the material. This study was based on the absence of students in an Algebra

2/Trigonometry class. The school is located in a remote area of Nebraska causing student

athletes to miss half of the school day several times a week during season. The study was

conducted during the spring semester of the 2008 school year. Common phrases the teacher

would hear over the year were, “I don’t know this”, “I wasn’t here”, “When did we learn this”.

The teacher decided to conduct a study that would allow students to become independent

learners. This would help students who had to miss class not to fall behind. Students would be

able to utilize the textbook to in and out of the classroom (on the bus on their way to games.) The

researcher hoped that students would gain a better understanding by increasing reading of the

text and discussion of the material. The teacher did some background work with her students

including the benefits of reading the text and analyzing the different parts of a textbook. She

used three ways to collect data: student surveys, teacher journal prompts, and student interviews.

The researcher found that reading the textbook was an effective strategy for students to increase

their understanding of the content. This was true for all students, especially students who are

gone for extracurricular activities. Most of the data was qualitative. She included the responses

of students to the questions she had asked during the interviews. Most students responded by

saying they didn’t previously have a method for reading the text, if they needed any help they

would usually ask a friend. One student’s response was that could teach themselves by looking at

the examples. The quantitative data included was a chart based on student’s preparedness pre,

mid and post study. This was measured on a scale of one through five with one being the lowest.
Reading to Improve Math Vocabulary 6

The researcher did not include any limitations in this in the study but it can be said that one

limitation is that the study was only conducted on three of her classes.

Devise a plan

At Bronx Collaborative, schedules go by “A” day, “B” day, and “C” day. “A” days being

Monday and Thursday, “B” days are Tuesdays and Fridays, and “C” days are Wednesdays. Due

to my class schedule, most of what I was able to observe was on “C” days. On “C” days students

had a 45-minute activity period as opposed to their normal 90-minute lesson. Much of what I

was able to observe were activities like murder mysteries or even chess on days where many

students were absent due to field trips. Personally, I felt like this was a waste of time. Having

students do activities and not a recap or review of the lesson during this time seemed

unnecessary. Similarly, to Else’s plan to have her students read the textbook during bus rides on

their way to games. I decided to make a plan where “C” days at Bronx Collaborative

reading/vocab days. I was told numerous times by the teachers that due to the school’s view on

interactive education that tradition textbooks were not used. For my plan, I decided to create

reading guides for students. Reading guides would have information about the current topic, with

information laid out that is clear and easy for students to follow. Then, having students create a

semantic map based on the reading to incorporate vocabulary strategies as well. Semantic maps

are great because students are able to use this graphic organizer to create a visual concept.

Choosing a word that encompasses the main focus of the reading guide and have students create

a semantic map based on that word.

Reading to Improve Math Vocabulary 7

Figure 1 - An example of what a reading guide on equations would look like.

Figure 2 - This is an example of a student’s mind map after reading the guide.
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Conclusion

Until I was able to observe during spring break I had basically helped the teacher

facilitate these activities for students during “C” days. The two days I was able to observe during

spring break were spent working with groups helping students follow along with the lesson.

Unfortunately, I did not get the opportunity to execute my plan in the field. However, I can see

this plan being effective in helping students learn vocabulary. I think possible limitations include

how well students will do with staying focused in reading and studying the guides, especially

after having their “C” days being activity periods for them.
Reading to Improve Math Vocabulary 9

REFERENCS

Jackson, M.B., & Philips, E. R. (1983). Vocabulary instruction in ratio and proportion for

seventh graders.

Journal for Research in Mathematics Education. 14 (5), 337 -343.

Dunston, P.J., & Tyminski, A.M. (2013). What’s the big deal about vocabulary? Mathematics

Teaching in the Middle School. 14(1), 38-45.

Else, M. (2007). Reading as a Learning Strategy for Mathematics. Action Research Projects. 77.