Effective Strategies for Teaching Content Vocabulary in Mathematics

Topics: Mathematics, Educational psychology, Middle school Pages: 44 (13507 words) Published: February 1, 2012


Courtney Taylor

A Thesis Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Master of Science in Education
Department of Language, Learning and Leadership
At the State University of New York at Fredonia
Fredonia, New York

May 2009

__________________________________________________________ Dr. Barbara MalletteDr. Anna Thibodeau
Thesis AdvisorDiscipline Chairperson
College of EducationCollege of Education

Dr. Christine Givner
Dean of the College of Education

Dr. Kevin P. Kearns
Associate Vice President for Graduate Studies & Research
State University of New York at Fredonia
Department of Language, Learning and Leadership


We, the undersigned, certify that this thesis by Courtney Taylor, EFFECTIVE STRATEGIES FOR TEACHING CONTENT VOCABULARY IN MATHEMATICS candidate for the Degree of Master of Science in Education, LITERACY EDUCATION: 5-12, is acceptable in form and content and demonstrates a satisfactory knowledge of the field covered by this thesis.

_______________________________ _______________________
Thesis Director: Date
Department of Language, Learning, and Leadership

______________________________ ________________________
Chair: Dr. Anna Thibodeau Date
Department of Language, Learning, and Leadership

This Master’s Thesis has been submitted in partial fulfillment of requirements for a Master of Science in Education, LITERACY EDUCATION: 5-12 at State University of New York at Fredonia and is deposited in the University Library to be made available to borrowers under rules of the Library.

Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgement of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder.

Copyright ( Courtney Taylor 2009

SIGNED: ______________________ ABSTRACT

Table of Contents
Chapter One: Introduction1
Aims of the Project3
Literature Reviewed6
Chapter Summary7
Chapter 2: Literature Review8
Theoretical Foundation5
Teaching and Learning Vocabulary9
Content Vocabulary13
Mathematical Vocabulary14
Instructional Methods and Strategies18
Chapter Summary31
Chapter 3: Effective Strategies for Teaching Content Vocabulary in Mathematics33 Overview of Curriculum Project33
Goals and Objectives33
Format of Handbook34
Intended Audience34
Chapter Summary35
Chapter 4: Links to IRA, NCTM and NYS Standards36
International Reading Standards44
National Council of Teachers of Mathematics Standards34
New York State Mathematics Standards34
Chapter Summary35
Chapter 5: Discussion45
Chapter Summary45
Appendix A50
Chapter 1

As students enter the intermediate and middle grades, they are required to make a switch from primarily fictional storybooks to informational and content related texts. Often students are not given much guidance on how to read such texts. Of the content areas, mathematics is often acknowledged as some of the most difficult content area reading material. Schell (1982) claims mathematical reading has “more concepts per word, per sentence, and per paragraph, than any other area” (p. 544). Because of the difficulty of mathematical content, instruction in the language specific to mathematics is necessary for success in understanding concepts specific to mathematics.

In my own personal experience as a middle school and high school student, I continually felt anxious when it came to math class....

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achievement of third grade students
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meaningfully translate from words to mathematical symbols? Reading
Cartner, T., & Dean, E. (2006). Mathematics intervention for grades 5-11: Teaching
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