The Importance of Vocabulary Instruction in Middle and High School Mathematics

Laurian Phillips
Aug 04, 2008

We know what research says about vocabulary and the gap between students from middle and upper class homes and students from poverty. In middle school and high school mathematics, however, few students have ever heard of or used most of the terms that are so unique to mathematics.  Very few of them, regardless of income, have prior knowledge of these terms and concepts. This makes the need for explicit vocabulary instruction most important. Although most students come with little knowledge of vocabulary, the impact of poverty is apparent when students use language to communicate and describe characteristics of math terms. Scaffolding is important to help close the gap between these groups. Two of the resources that I found helpful as a classroom teacher were Vocabulary Instruction: A Learning-Focused Model and Scaffolding Grade Level Learning.

Another unique feature of mathematics is the use of formal definitions, postulates, and Theorems that seem to be a totally different language. In my classroom we called this "Mathenese".  Students are generally not taught how to read, dissect, and comprehend these definitions. Many times we simply put the definition in easy to understand terms for the students. This saves time and our intentions are good, but it does not teach students how to read and comprehend mathematics texts. This is apparent when they attend college and take their first math course.
 
As math teachers, we tend to be experts in our content area but know very little about vocabulary and Reading strategies. This is why we need to study and practice teaching explicit vocabulary strategies. Frayer diagrams are a perfect example to use in the math classroom. Students can give the formal definition in one box and then put the definition in their own words in the second.  They can list characteristics, draw diagrams, give examples, or even relate the term to something else that helps them define understanding of the term. Some mathematical terms, especially in Geometry, do not lend themselves to non-examples. So we just "adapt, don't adopt" and use something else to help us define and understand the term, postulate, or Theorem.

All in all, it is important to remember the purpose and intent of the vocabulary strategy. It should help students comprehend, use and apply the vocabulary of mathematics. Students must be able to master the knowledge at the Acquisition Level of Learning - Level 1 before they can use the vocabulary to deepen their understanding of mathematics.