Middle School Students' Performance on a Mathematics Vocabulary Measure Across Grade Levels and Dual Language Learner Populations (Poster 31)

• In Event: AERA Poster Session Four
  In Poster Session: Middle School Students' Performance on a Mathematics Vocabulary Measure Across Grade Levels and Dual Language Learner Populations

Abstract

Mathematics vocabulary may be one barrier to successful mathematics performance, especially in the middle-school grades when students hear, see, use, and write hundreds of different mathematics-vocabulary terms. We administered a measure of middle-school mathematics vocabulary to 317 middle-school students in Grades 6, 7, and 8 to learn how these students interpreted mathematics vocabulary. Performance on the measure increased by grade level but no students answered all items correctly. Furthermore, we compared the performance of dual-language learners and non-dual-language learners, and learned that, on average, dual-language learners answer fewer mathematics vocabulary items correctly. To adequately prepare all students for the rigors of mathematics coursework in middle school and beyond, teachers should assess mathematics-vocabulary performance to inform instruction in the mathematics classroom.

Authors

• Tasia Lorissa Brafford, Texas State University
  Presenting Author

• Sarah Rannells Powell, University of Texas at Austin
  Non-Presenting Author

• Elizabeth M. Hughes, Pennsylvania State University
  Non-Presenting Author