Using Vocabulary to Support Conceptual Understanding in Mathematics

Presenter Information

Janel Smith, Georgia Southern University, Armstrong CampusFollow

Location

Group One Sessions: Room 125

Start Date

23-2-2024 10:00 AM

End Date

23-2-2024 10:50 AM

First Presenter's Brief Biography

Dr. Janel Janiczek Smith, jjsmith@georgiasouthern.edu, is a senior lecturer in the Department of Middle Grades and Secondary Education at Georgia Southern University. Dr. Smith has an educational background in mathematics and elementary education from the University of Pittsburgh and received her doctorate in 2013 in the field of Curriculum Studies. After teaching for nine years in public elementary and middle schools in Georgia, she transitioned to higher education. Her research interests include support for first-generation students, strategies to engage adult learners in online coursework, integration of literacy across disciplines, and supporting representations and practices in the mathematics classroom.

Presentation Type

Make and Take Session

yes

Concurrent Session

Abstract

Conceptual understanding is a foundation of mathematical understanding in order to solve problems and convey mathematical reasoning. The foundation of mathematics learning is built upon the language of mathematics - including numbers, symbols, and vocabulary. This session is appropriate for any grade level in grades k through 12.

Conference Strands

Content Area Math

Description

Conceptual understanding is a foundation of mathematical understanding in order to solve problems and convey mathematical reasoning. Specifically, the National Council of Teachers of Mathematics (NCTM) proposed a curriculum that was conceptually oriented and built on the following goals for students (NCTM, 1989). The foundation of mathematics learning is built upon the language of mathematics - including numbers, symbols, and vocabulary. Specifically, implementation of the mathematical standards and Standards for Mathematical Practice (CCSSO, 2022; Georgia Department of Education, 2021) requires an increased use of grade-level content vocabulary. Suddenly, math teachers have become reading and writing teachers in the math classroom.

Within today’s mathematics classroom, the focus upon procedural fluency must be shifted to include diverse reading and writing skills embedded in planned and taught instruction. Within these skills, vocabulary instruction is one element of the core of instruction (National Institute of Child Health and Human Development, 2007).

This session explores the use of word walls (Yates, Cuthrell & Rose, 2011), graphic organizers (William & Mary Training and Technical Assistance Center, 2015), reading and writing strategies such as student friendly definitions, metaphors, and similies (Adams, 2003; Bromley, 2007; Pierce & Fontaine, 2009), and ways to provide easy vocabulary feedback in the mathematics classroom. Practical examples are provided that are grounded in research while also simple enough to implement as mini lessons or during math instruction.

Adams, T. L. (2003). Reading mathematics: More than words can say. The Reading Teacher, 56(8). 768-795. http://www.jstor.org/stable/20205297

Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. International Reading Association, 50(7). 528-537. doi:10.1598/JAAL.50.7.2

Council of Chief State School Officers. (2022).Common Core State Standards for Mathematics. Retrieved from https://learning.ccsso.org/wp-content/uploads/2022/11/Math_Standards1.pdf

Georgia Department of Education. (2021). Georgia’s K-12 Mathematics Standards: Explanation of changes and improvements. Retrieved from https://lor2.gadoe.org/gadoe/file/836e9559-396c-4feb-b0f1-7cdb47371678/1/Georgias-K-12-Mathematics-Standards-Explanation-of-Changes.pdf

National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation standards for school mathematics. National Council of Teachers of Mathematics.

National Institute of Child Health and Human Development. (2007). What content-area teachers should know about adolescent literacy. National Institute for Literacy.

Pierce, M. E. & Fontaine, L. M. (2009). Designing vocabulary instruction in mathematics. The Reading Teacher, 63(3). 239-243. DOI:10.1598/RT.63.3.7

William & Mary Training and Technical Assistance Center. (2015). Graphic organizers: Guiding principles and effective practices considerations packet. https://education.wm.edu/centers/ttac/documents/packets/graphicorganizers.pdf

Yates, P. H., Cuthrell, K. & Rose, M. (2011). Out of the room and into the hall: Making content word walls work. The Clearing House, 84. 31-36. DOI: 10.1080/00098655.2010.496810

Creative Commons License

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