Teaching Math Vocabulary
To quote Dr. David Chard, “vocabulary knowledge is as essential to learning mathematics as it is to learning how to read.” When students are able to understand the language of math, they then have the skills they need to think about, they can assimilate new math concepts when they are introduced, and they can talk about them. In math class, students are learning how to “do” the problems, but along with that they must learn how to speak about what they are learning/doing. In order to do that they must know the math vocabulary that goes along with the topic at hand. In order to properly introduce math vocabulary words, teachers must know when to introduce them, and how to help the students make connections regarding them. Math vocabulary is very similar to language-arts vocabulary in that way. Math vocabulary should be built into assessments, lesson content, and intervention modules (Chard). According to Smith, “Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students’ mathematical vocabulary learning is a very important part of their language development and ultimately mathematical proficiency (Smith).” There are four key ways to ensure that students are assimilating and using the math vocabulary they are learning. The four ways are as follows: preteach mathematics vocabulary, model vocabulary when teaching new concepts, use appropriate labels clearly and consistently, and integrate vocabulary knowledge in assessments. Incorporating math vocabulary in the classroom is very important. According to Dr. David Chard, “As children develop their capacity for understanding, language, and its vocabulary, becomes a vital cognitive link between a child’s natural sense of number and order and conceptual learning (Chard).”
Teaching math vocabulary can be difficult, because to most students it is like learning a new language. Kauffman said, “Learning vocabulary for many students is like visiting a foreign country. You can appreciate the diversity and the culture, but don’t really understand what is going on. The longer you stay in the country, the more necessary it becomes to speak the language (Kauffman).” If they feel as though it is too difficult they will lose interest, however, if they find it enjoyable they will learn it very quickly. One key aspect to teach math vocabulary is to always use the correct name for the term. Do not “baby” it down. Students should know the correct term right from the start. Another aspect of teaching math vocabulary that should be considered is to create visual aids to go along with the words. In doing so, it helps the students visualize what the word means. Also, it is crucial to establish connections between words that students already know and the new ones being introduced. This helps the brain register the new word in relation to one previously learned. In addition to making connections, the students should be tested on their understanding of the math vocabulary. Lastly, it is incredibly crucial for the new vocabulary to be taught in many different formats. This connects in with the multiple intelligences, and it is a known fact that students learn through repetition (“How to teach math vocabulary”). Another aspect of teaching math vocabulary that must be considered is that the teacher must understand the words themselves and be able to use it naturally (“Developing Mathematical Vocabulary.”). If a teacher does not understand it, how are they going to be able to teach it to their students? It has been said that to learn a new word students without a learning disability need to see that word 10-11 times. Students that have a learning disability need to see the word almost 40 times in order to learn the definition. Although teaching math vocabulary is difficult, it is very crucial to understand and execute math problems correctly (“Teaching Math Terms & Vocabulary.”) .
Sources:
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Chard, David. Vocabulary Strategies for the Mathematics Classroom. Houghton Mifflin Math, www.eduplace.com/state/pdf/author/chard_hmm05.pdf.
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“Developing Mathematical Vocabulary.” Developing Mathematical Vocabulary | Think Math!, thinkmath.edc.org/resource/developing-mathematical-vocabulary.
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“How to teach math vocabulary.” Ways & How, Triple E Holdings , 2017, waysandhow.com/how-to-teach-math-vocabulary.
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Kauffman, Angie. “How to Teach Math Vocabulary.” Real Life at Home, 14 Apr. 2011, www.reallifeathome.com/how-to-teach-math-vocabulary/.
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Smith, Gregory W. “The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary.” Taylor & Francis, 8 May 2015, www.tandfonline.com/doi/abs/10.1080/10573569.2015.1030995?journalCode=urwl20&.
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“Teaching Math Terms & Vocabulary.” Improving the accessibility and usability of algebra instruction and resources, Landmark College, usablealgebra.landmark.edu/instructor-training/teaching-math-terms-vocabulary/.
