Mathematics Vocabulary Use: Does It Really Matter for Mathematics Achievement?

• In Event: Poster Session 10
  In Poster Session: Posters in Mathematics Teaching and Learning

Abstract

Many feel that without an understanding of the vocabulary used in the math classroom, students cannot gain complete understanding of the topic (Miller, 1993). However, countless studies have described the difficulties students encounter when learning to use mathematics vocabulary precisely (Kidd, Madsen, & Lamb, 1993). There is not currently any empirical evidence that utilizing the formal vocabulary is necessary for success in mathematics. This study examines whether the use of formal vs. informal terminology is predictive of students’ Algebra I knowledge. Findings suggest that students who use the formal language correctly are less likely to answer the procedural items correctly. If students can explain their reasoning in their own words, they are more likely to answer the procedural problem correctly.

Authors

• Kelly McGinn, Temple University

• Julie L. Booth, Temple University