Date of Award/Publication

2007

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

Abstract

This paper examines the benefits of accessing knowledge to build background knowledge in mathematics. Various methods of vocabulary instruction are explained and examined. Research of vocabulary instruction in math speaks to the need for educators to explicitly teach vocabulary in adding to skills if order for students to develop as mathematicians. An elementary school classroom teacher examined two mathematical units, one with clear vocabulary teaching and one without a focus on vocabulary. The data demonstrates the benefits of explicit vocabulary instruction as student achievement raised 39% on end of unit assessments.

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