Adrian Martin

Fifth Grade Teacher
Crenshaw Elementary School
Chesterfield County Public Schools

The Effects of Specific Vocabulary Instruction in the Mathematics Classroom

I posed the question: How will the use of specific vocabulary strategies impact student comprehension and application of mathematics vocabulary? Through the cycles of my action research study, I looked at frontloading vocabulary with direct instruction of definitions co-constructed with my students, ; the use of the Frayer model with mathematics vocabulary; and the culminating with the creation of a concept word map with key vocabulary from the unit. My research concluded that direct instruction with student input and the creation of concept word maps as a way to wrap up a mathematics unit helps to effectively concrete key vocabulary.

I currently teach 5th grade at Crenshaw and my action research was conducted with my current 5th grade Accelerated math class, composed of twenty-eight students. The 5th grade Accelerated Math class is made up of students who are on an accelerated track and complete ¾ of 5th grade math curriculum and all of 6th grade math curriculum in one year. I have found that even though these students are accelerated they lacked the mathematical language required of the accelerated material. In teaching the mathematical content of the CCPS mathematics curriculum there is not a specific time during instruction outlined to stress mathematics vocabulary, like in balanced reading instruction. So, the effective use of vocabulary instructional strategies, typically isolated in reading instruction, Is not present in 5th grade Accelerated Math In turn, students are not recalling or applying vocabulary skills when solving mathematical problems. This is not per say impacting the end of the year SOL testing scores for my classroom, but is impacting their overall frustration in learning and understanding of problems. Looking at the overall picture of the school, a trend in SOL data in the last several years is that we are barely passing the standards laid out for accreditation and maintaining a relatively consistent score. Through PLCs and the school improvement committee, the school has identified vocabulary as one of the main struggles our students face in all content areas.

Listen to Adrian discussing her action research project.