“I Forgot that Quotient Meant to Divide so I Added

Instead and Got the Wrong Answer”: The Link between

Math Vocabulary and Problem-solving
Kelli Peirano
K
Kelli Sprosty
Gahanna-Lincoln Schools

Key Words
Mathematics, vocabulary, problem-
solving, middle school

Abstract
The purpose of this action research study was to find out if there is a correlation
between mathematical vocabulary and problem-solving as well as to find
vocabulary strategies that would effectively increase mathematical comprehension
and conceptual understanding of middle school mathematics students. Four main
strategies were implemented in the researcher‘s seventh grade classroom: personal
glossaries, graphic organizers, word wall posters, and simile/fortune note cards.
Students responded positively to vocabulary activities, and test scores indicated
improved understanding of concepts.

Table of Contents
Introduction ............................................................................................................................................................. 1
Literature Review.................................................................................................................................................... 2
Methods................................................................................................................................................................... 2
Findings................................................................................................................................................................... 5
Discussion ............................................................................................................................................................. 13
Conclusion ............................................................................................................................................................ 14
References ............................................................................................................................................................. 18

Introduction
―I thought the word quotient meant any problem, when it actually means a division problem. So a negative
divided by a negative would be a positive.‖

―I didn‘t know the definition of congruent so I couldn‘t come up with an answer.‖

―Forgot what congruent meant so I guessed.‖

―I thought the word sum meant multiply so I did -3 x 4 which always comes out negative.‖

Not knowing vocabulary terms on the Ohio Mathematics Achievement practice test proved to be a problem for
many students in my 7th grade math class. The quotations above are typical responses when my students are
asked to explain their mistakes. Additionally, in class discussions over the past several years, I have noticed
that students will struggle to answer questions when they do not understand the meaning of a mathematical
word I use, such as horizontal or slope, or when they confuse similar terms, such as intersect and y-intercept.
Based on my informal observations, I have suspected that word confusion leads to mathematical
misunderstanding.

Literature Review
Mathematical reading is dense, and without understanding of specific vocabulary, many students struggle to
understand concepts. Because of the high incidence of unfamiliar vocabulary in mathematics, teaching
unknown words becomes central to mathematical literacy (Lee, 2007, p.125).

Middle schoolers—students whose ability to reason abstractly is growing dramatically—in particular

need to communicate mathematically in an increasingly sophisticated way. Deliberate and careful
attention to acquiring and using the vocabulary of mathematics, with its wondrously specific technical
language, is a must. This is a dramatic change, and one in which teachers play a crucial role‖ (Murray,
2004, p. 1).

Math teachers play such a crucial role because there is often a deficit in mathematics vocabulary in comparison
to other content areas. Children are not often exposed to mathematical language in their homes and social
environments (Murray, 2004). Additionally, Murray points out that recent math curriculum and standardized
tests, ―grounded in current research on teaching and learning, require mathematics writing competency, which
in turn calls for an ever expanding vocabulary‖ (p. 11-12, 86). While understanding vocabulary is imperative to
mathematical writing, the main goal of developing good vocabulary is to aid in comprehension, which, in math,
helps students work through problems (Carter and Dean, 2006). Because mathematical reading is dense and
each vocabulary word is conceptually-packed, it is imperative that teachers address vocabulary in their math
classrooms in order to improve student comprehension and achievement.

Research has highlighted many effective vocabulary strategies, and it is important that teachers are familiar with
a variety of them to meet the diverse needs of students in today‘s classrooms (Harmon, 2005, Carter and Dean,
2006, Lee, 2007). When teachers of mathematics step up and acknowledge their additional role as teachers of
reading, students will be better able to understand and apply mathematics, hopefully increasing their test scores
as well. Recognizing my roles as both a mathematics and reading teacher, I investigated the following
questions:

-Is there a strong relationship between my above-average students‘ understandings of specific

vocabulary words and their performance on math problems?
-If I provide vocabulary instruction (personal glossaries, word wall posters, graphic organizers, and
similes) in math, do students come up with better definitions and give appropriate examples?
-How do students respond to explicit vocabulary instruction in a mathematics class?

Methods
Participants

This research was conducted using three intact 7th grade mathematics classes totalling 55 accelerated math
students at Middle School East. At Middle School East, there are four levels of mathematics: 7th grade math,
accelerated 7th grade math, 7th grade honors math, and 8th grade honors math for 7th graders. Students are
placed in the appropriate class based on their scores on the IOWA Test of Basic Skills‘ scores (2001). Students
in the 7th grade accelerated math program, who were part of this study, scored in the 85th percentile or better on
the quantitative section of the IOWA. While they are not considered gifted, they are above-average achievers
in mathematics. Out of the 55 students, 28 are female and 27 are male. All students are Caucasian except for
one African-American, three Asian, and two classified as ―other.‖

Explicit Vocabulary Instruction

Personal Glossary

In order to provide numerous opportunities for my students to develop relationships between conceptual
understanding and vocabulary knowledge, I implemented a variety of vocabulary teaching strategies in my
mathematics classroom during the 2008-2009 school year. At the beginning of the year, I had students begin a
notebook for in-class work. I directed them to set up a personal glossary at the back of these notebooks,
counting off ten pages and attaching a ―post-it‖ to mark the start of their glossaries (Murray, 2004). After the
first unit pretest, I guided them through the process of adding vocabulary to their glossaries. I provided them
six to ten words that we would be working with over the next few weeks, along with their definitions and
corresponding examples. I also asked for student input when creating definitions, examples, or pictures that
would help to address misconceptions that I had found on the pretests. At specific times, I required that
students write certain vocabulary words and their definitions in their glossaries, while at other times throughout
the year, students would choose vocabulary words with definitions and/or examples to add to their glossaries
(see Figure 4).

Word Wall

In addition to math notebooks, I

introduced word wall posters (Murray,
2004). These posters would be hung
on the side wall of the classroom.
Their purpose was to help individuals
learn and understand new mathematics
vocabulary and become more capable
of answering questions and
approaching problems as well as to
give students a year-long reference to
mathematical vocabulary. For each
unit, students encountered specific
mathematics vocabulary, so new
words were constantly added to the
word wall. Students, taking turns,
were to complete an 8.5‖ by 11‖
poster for one word. The poster Figure 1 Graphic Organizer
included the vocabulary word in large
print, a definition using mathematical terms, a picture that demonstrated the meaning of the word, and an
example. Students submitted a draft copy to me; together we made changes, and then the student gave me a
final copy of their poster, which I laminated and hung on the classroom wall. Students were usually given three
to five nights to complete a word wall poster (see Figure 5).

Graphic Organizer

During the Variables and Patterns unit, I had students complete a graphic organizer (Murray, 2004, Harmon,
2005). Out of a list of ten to twelve vocabulary words from the unit, students chose five words that they did not
know or struggled with on the pretest and wrote each word in the middle of a piece of paper that was divided
into four sections. They had to: 1) write the definition, 2) give an example, 3) draw a picture, and 4) copy a
problem from their textbook that asked a question or included that specific vocabulary word (see Figure 1).
Students could get definitions from math dictionaries, websites, or their textbook.

Simile/Fortune Note cards

During the Accentuate the Negative unit, students learned to use figurative language as a way to learn
mathematical terms (Rubenstein, 1996, Murray, 2004). Students needed to complete a note card for each word
on the pretest that they missed. A word missed included an incorrectly matched word and definition, a word
that they could not/did not provide an example or picture for, and a word whose picture/example column I
marked because of an inaccurate example or picture. Students had to write the word and draw a picture or give
an example on the front of the note card. They had three choices for the back of the card: They could create a
simile, write a ―fortune‖ for the word, or do a combination of the two (see Figures 8 and 9).

Throughout the year, I emphasized the meaning of vocabulary words, along with the corresponding concepts in
whole-class discussion as well as in group, partner, and individual activities. Any time students asked questions
about the meaning of a word, I asked the class to access their prior knowledge in order to answer these
questions (Adams, 2003, Lee, 2007).

Data Gathering

I was interested in finding out if my students‘ vocabulary understanding, like that of their counterparts
described in the professional literature (Carter and Dean, 2006, Capraro, 2006), correlated with their
mathematical problem-solving performance. On unit post-tests, students‘ responses were scored on three
different scales—one for defining a word, a second for giving an example, and a third for applying the math
term correctly to problems. Students who got a definition, example, or application correct received a 3,
partially correct a 2, and incorrect a 1. Therefore, the higher the student‘s average in each category, the better
the student did at the specific task. Then, two correlations were computed: 1) a correlation between definition
and application scores; and 2) a correlation between example and application scores.

In addition to determining correlations, I wanted to see if the vocabulary strategies I was using were effective.
To determine the effectiveness of vocabulary strategies that can be used in teaching mathematics while
supporting the development of math concepts, I ran paired t-tests for dependent groups. I wanted to determine
whether or not an observed increase between students‘ pre- and posttest scores reached statistical significance.
I ran these tests for definitions and for pictures/examples on two unit tests.
 Figure 2 Unit 1 pre-test Figure 3 Unit 1 post-test

Throughout the study, I also kept a log in which I recorded spontaneous student comments. I noted times when
they used vocabulary correctly or when they became enthused about their new knowledge I augmented log
notes with student surveys and interviews and kept track of excitement as well as the skepticism generated from
vocabulary activities.

Findings
Question One: Is there a strong relationship between my above-average students’
understandings of specific vocabulary words and their performance on math problems?
Correlations showed that a significant relationship existed between the definition and application scales, r(55) =
.862, p < .01, indicating that if the student could correctly define the mathematical term, the student was more
likely to apply the mathematical term. There was also a significant relationship between the definition scale and
the example scale, r(55) = .917, p < .01, indicating that if the student could give a correct example of a
mathematical term, the student was more likely to apply the mathematical term correctly in problem-solving.
There was a stronger relationship between the example and application scales than definition and application
scales; however, both were highly correlated and statistically significant (p < .01).

The results did not surprise me. When students do not know vocabulary definitions, they struggle to apply the
terms to actual mathematical problems. There was also a correlation between being able to give an example of
the mathematical term and being able to apply it to problems. The higher students scored on correct examples,
the better they did on the actual application of the mathematics. This appears to be the case because if students
really understand the mathematical definition of a term and/or can give an example of it, then it is likely that the
student will know what to do when they encounter the term in a problem. My results are consistent with the
theory and expert opinion documented in the professional literature. Retention of tool vocabulary is critical for
concept learning (Blachowicz and Fisher, 2000, as cited in Harmon, 2005).
Question Two: If I provide vocabulary instruction (personal glossaries, word wall posters,
graphic organizers, and similes) in math, do students come up with better definitions and give
appropriate examples?

Both vocabulary pre- and posttests yielded statistically significant differences; however, there were
substantially bigger gains during unit one than unit two (see Table 1).

Unit Pretest average Posttest Difference t

average Scores
Unit1:Variables and x = 1.24 x = 8.54 x = 7.3 29.2*
Patterns Definitions
Range (0-10) SD = 1.4 SD = 1.5 SD =1.7
Unit 1: Variables and x =2.13 x = 9.15 x = 7.02 31.5*
Patterns Examples
Range (0-10) SD = 1.4 SD = 1.0 SD = 1.5
Unit 2: Accentuate x = 5.15 x = 6.5 x = 1.35 5.2*
the Negative
Definitions SD = 1.8 SD = 1.1 SD = 1.8
Range (0-7)
Unit 2:Accentuate x = 3.29 x=6 x = 2.71 7.7*
the Negative
Examples SD = 2.1 SD = 1.3 SD = 2.4
Range (0-7)
* p < .05.

Table 1 Pretest and Posttest Vocabulary Scores

Definitions of content-specific words and examples of those words and associated concepts were assessed on
pre-and posttests, and there were significant improvements. Items on pre- and posttests were identical;
therefore, practice effects may have factored into their improved scores. On the Variables and Patterns tests,
the average number of correct answers, for both definitions and examples, increased by seven. By using graphic
organizers as an intervention vocabulary strategy for Variables and Patterns, students seemed to have a better
grasp on the meaning of the words at the end of the unit.

These findings are consistent with the literature in that using vocabulary strategies during math instruction will
help promote conceptual knowledge and an understanding of math text (Lee, 2007). Murray (2004) found that
concept maps allow students to organize information and vocabulary visually as well as make connections
between concepts. In a study of the effects of two instructional models on the mathematical vocabulary of
fourth grade students, Monroe (1997) found that the use of graphic organizers, along with in-depth discussion,
effectively supported mathematical vocabulary development (as cited in Harmon, 2005). On the Accentuate the
Negative test, the average number of correct answers increased by one for definitions and two for examples.
The figurative language vocabulary strategy for Accentuate the Negative (student-made similes) also seemed to
deepen student understanding. The smaller gain may be explained by the format of the test itself. There
seemed to be less room for improvement on this test because students were able to match words with
definitions, unlike the first test where they had to come up with their own definitions.

Of the different vocabulary activities I implemented (simile/metaphor note cards, graphic organizer, personal
glossary, word wall, and ―other‖), 35% of students cited the simile/metaphor note cards as the vocabulary
activity that helped them best understand the words.
Both the graphic organizer and simile/note card strategies seemed to be effective in improving test scores and
helping students understand the mathematics better, although exposure to the words in the textbook and through
class discussion as well as their deepened conceptual understanding throughout the unit may have also
contributed to the stronger definitions, examples, and correct application of the vocabulary on the posttests.
However, as cited in numerous studies, there tends to be a relationship between strengthening conceptual
understanding and increased understanding of vocabulary (Johnson, 1944; Capps & Gage, 1987; Baker,
Simons, & Kameenui, 1995, all as cited in Murray, 2004).

There certainly are limitations to this study: it is not possible to ―prove‖ that mathematics achievement is a
result of vocabulary instruction. What is clear, however, is that there is a strong correlation between vocabulary
knowledge and mathematical applications.

Question Three: How do students respond to explicit vocabulary instruction in a mathematics

class?
In a survey and reflection at the end of the semester, students wrote which vocabulary activity best helped them
learn mathematical concepts. The most preferred activities were the word wall and the simile/fortune note
cards. Thirty-five percent of students chose the word wall and 35% of students chose the simile/fortune note
cards. Eleven percent of students chose the graphic organizer, 7% chose the personal glossary, 6% chose
another additional activity or discussion, and 6% noted that ‗nothing‘ best helped them learn mathematics
through vocabulary work. Students seemed to like more creativity in mathematics vocabulary rather than
copying down definitions. However, different students preferred different vocabulary activities as none stood
out too clearly above the others; this suggests that using a variety of strategies is important because each reaches
different types of learners.

On various surveys and interviews, students made comments citing the importance of vocabulary and
explaining why they did or did not like certain vocabulary activities (See Table 2).
Table 2 Student Comments/Reactions to Vocabulary in Mathematics

Vocabulary Positive (+) Comments Negative (-) Comments

Activity
“[It] helped me learn a word in great detail.”
“The pictures and examples helped me a lot.”
“Typing it out and finding the definition helped me
better know the word.”
“I always look up and have reference.”
Word Wall “I like the word wall because I actually have to do it
– look it up and find the definition and then tell
other people what it is.”
“It was fun to do and it made me think differently “The fortunes were confusing at
and harder.” first but it helped.”
“It helps me understand the concept of what the
words are saying.”
Simile/ “It got us thinking about the actual definition, and
Fortune Note in the other one [graphic organizer], we just had to
Cards copy down some stuff.”
“I really had to know them [the definitions] to write
the fortunes.”
“The graphic organizer [was the best] because I had “It was annoying. I saw no
Graphic to give examples.” point to it.”
Organizer “We thoroughly explained it [the term] and depicted
the word.”
Personal
Glossary “I can always look back.”
“I like that you give us pre-tests. It helps me know
what we’re going to learn.”
“[It helps me best] when I actually use it
[vocabulary.] Like absolute value, we had to learn
Other the sign and then know what it meant.”

“You should [know math vocabulary] so you can “It [math vocabulary] helped me
explain situations using math terms and you have to on the test but I don’t know if it
understand them for work and school.” will help me in the real world.”
Vocabulary
in Math “If we didn’t know math vocabulary we wouldn’t be “Sometimes you need to know
able to answer math problems correctly.” them [math vocabulary] in the
real world and sometimes you
don’t.”
In looking back at various
activities and discussions with
my students as well as personal
reflections, I, as the teacher,
also found that there both
positive and negative aspects
of each vocabulary strategy.
What follows are my own
observations of strategy
effectiveness:

Personal Glossaries and

Discussion Reflection

One fall day, I had a verbal

problem on the warm-up
board, which stated: Christy is
3 years older than Jamie. The sum of their ages is 23. How old is each?
Figure 4 Personal Glossary
While students were working individually, one student asked me what sum
was—the answer to subtraction or addition? I threw the question back at him and he said, ―Subtraction…?‖ I
lifted my eyebrows and he says, ―I mean addition!‖ We laughed and I said ―yes.‖ He then raised his eyebrows
and said, ―So, is this a word I should be adding to my personal glossary?‖ I clapped my hands and praised him
for the good idea because now he will have a reference if he needs to remind himself of the meaning of sum
later in the year.

When I started to go over the problem with the class, another student asked what sum meant, and I asked the
class the question. The first person to answer said it was the answer to an addition problem. Another student
then countered her and said he thought it was the answer to any problem. I then put a subtraction problem (x –
5 = 10) and an addition problem (x + 5 = 10) on the board and said one
was sum and one was not. They decided that x + 5 = 10 was a sum. We
then got into a discussion about what the answer to a subtraction, division,
and multiplication problem were called. I put examples of each up on the
board. I asked, ―What is the answer called to this type of problem?‖
While students took a few guesses at times, they usually gave a response
that was one of the other answers and their classmates helped them sort it
out. I also ended up discussing each part of a division problem because
they threw out terms but didn‘t know which one was which (divisor,
dividend, and quotient, words I sometimes still mix up). Most of them
wrote these words in their personal glossaries, which I suggested that they
do if they needed to for future reference. While the students were familiar
with the words (sum, difference, quotient, and product), I was surprised
that they did not know their specific definitions, so I was thrilled that it
came up because of student questioning and that we were able to discuss
more deeply than I had anticipated.

In my log I noted, ―I am absolutely ecstatic that students are recognizing

that when they do not know a word, it is hindering their ability to solve a
problem and that they should add it to their glossaries for future
reference‖ (personal log, October 9, 2008). Throughout the year, some
Figure 5 Poster
students expressed exasperation at having to write words in their personal glossaries for various purposes and
units, yet other students would flip quietly to their personal glossaries during class and write down new
vocabulary on their own. One student even wrote on the final survey that the personal glossary was the math
activity that best helped her understand because she ―can always look back.‖

Word Wall

When examining the effectiveness of the word wall, I noted that 35% of students cited the activity as helpful in
getting a more thorough understanding of one specific word, yet based on questions students asked me during a
pretest, I wondered how much processing of the vocabulary word wall words was going on and how much
copying and pasting without real thinking was going on. This lack of transfer first appeared on the Accentuate
the Negative pretest when one student who happened to have done the word quadrant as his word wall word,
asked me a question on the test about if it mattered which quadrant was labeled as which number and I said
―yes…‖ Then I said, ―wait, didn‘t you do quadrant as your word? ― And he says, ―yes, but I forget.‖ I then
realized that his clipart image had it labeled correctly on his poster but he must not have processed it. However,
when I got his pretest, he had indeed done it correctly.

Figure 6 Word Wall

Another student who happened to have done absolute value as her word wall poster asked me about what
absolute value meant and said she forgot when I posed the same question to her as the other student. She
actually made the wrong symbol on the pretest (approximately sign) because she hadn‘t included the absolute
value symbol on her poster but she was able to match the word correctly (I then had her add the correct symbol
to her poster). Yet later in the year, another student asked me what ‗mean‘ meant, and I told him to think back
to all the measures of center but that I couldn‘t tell him during a test. At the end of the period, he happily
stopped by my desk to tell me that it suddenly came to him because it was his word wall word. Most often,
though, students showed excitement about their word wall posters and would question me about when their
word would be on the wall (see Figure 1).
 [I felt an anxious tapping on my shoulder in 8th period.]
Student: “Oo, Oo, Ms. Peirano, Ms. Peirano, can I create a word wall poster for linear?” [I hesitated,
not sure if he was done with his class work-a test review packet for our introduction unit to algebra,
which included making tables, graphs, and basic equations.]
Student: “I’ve finished my packet.”
Ms. Peirano: “And you’ve checked your work with my answer key, and you have no questions?”
Student: “Nope. But can I make a poster for linear?” [His pleading continued. I excitedly agreed, but
because we had not covered it in-depth, I sat down and discussed the word with him.]
Ms. Peirano: “What definition were you thinking of using?”
Student: “It means when the line is straight on the graph.” [I probed him more.]
Ms. Peirano: “What type of situations have we done in class that have created linear graphs?” [Pause]
Ms. Peirano: “For example, what’s happening in the Jesse/Kay problems we’ve been doing?”
Student: “Well they make a certain amount of money each day. And sometimes they start with money,
too.”
Ms. Peirano: “What is happening in the tables you’ve been creating in your warm-up? What do you
think is special about them that makes them linear?”
Student: “They’re making the same amount of money everyday. They’re going up by the same
number.”
Ms. Peirano: “Exactly! So how can you incorporate that idea into your definition?
Student: “That it goes up by the same amount.”
Ms. Peirano: “Good start, but sometimes Jesse and Kay might lose the same amount of money each
day, so it won’t always go up. What else could you say?”
[I excitedly helped this self-motivated student shape a definition for a word wall poster, and after he
created it, he begged me for days to put it up, and finally he stayed after school one day to help put it up
and then stood there and gleamed with pride.]

Figure 7 Dialogue about Word

Wall (Taken from 9/26/08)

Simile/Fortune Note Cards

It took time out of our math class to fully explain this vocabulary assignment and to review similes and
metaphors; however, after receiving finished products and student comments, I feel it was time well spent.
Grading the simile/fortune note cards was tricky because I could not always gauge their full understanding
based on the simile they had created; I created a rubric to assist in the task. Not only did I really enjoy reading
students‘ similes and fortunes and gained tremendous insight from their written thoughts, but students enjoyed
sharing what they created. When students came in the door the day the note cards were due, many asked if we
would be sharing them in groups and expressed that they would like to do so. While they shared words in their
groups, I was able to help with some misconceptions. The students had fun with it, too, and many were then
willing to share theirs out loud with the whole class. I noted in my log, ―I couldn‘t believe how many of them
were so pumped up to share their similes or said, ‗Look at this! It‘s a really good one!‘ I love to see that kind
of excitement‖ (personal log, 10/31/09). I also noticed that students related math terms to things they like, such
as football, food, or art. Using literary techniques can ―bring words to life, subtly attaching relationships that
deepen, clarify, and even add new meanings to quite ordinary math words‖ (Murray, 2004, p. 154). Analogies
and metaphors are effective in helping students assimilate technical vocabulary and understand new or
challenging concepts (Rubenstein, 1996; Murray, 2004).

Summary of the vocabulary activities at the end of the quarter

While the vocabulary activities stood out in my mind because of my vocabulary focus this year in mathematics,
I was not sure what overall impact they had left on the students. Yet it seemed that the students, through the
variety of vocabulary activities, along with the mathematics, seemed to recall specific terms, even at the end of
the quarter. In my log, I wrote, “Today in first period, my students brainstormed what we have learned this
nine weeks, topics we‟ve covered, activities we‟ve done, etc… I never specifically told them to use or list
vocabulary we‟ve covered. They did list big ideas/topics and activities. However, the kids also told me
different symbols and vocabulary words we have learned, such as delta (“a change in,” which one student
explained to another), approximately
sign (which they described as the wavy
lines), and absolute value. They also
mentioned the „key words‟ in word
problems we had discussed, such as
words that meant to multiply, add, and
so on. They used the word zero pair,
inverse operation, expression,
consecutive numbers, whole numbers,
integers, and quadrants as well as
graphs, coordinate pairs, tables, and
equations/rules. I was very excited that
they were using all of this specific
mathematics vocabulary. When I asked
them the difference between expression
and equation, one girl started to tell me
while another one looked it up in her
Figure 8 Simile Notecard personal glossary. The students‟
enthusiasm for all we had done so far was surprising, and I was so happy with it. They made comments about
how they couldn‟t believe how much we had learned this first quarter and a few said, “We‟ve learned more in
the first nine weeks than we learned ALL of last year!” They expressed how much fun math was and one
student suggested that we make a movie of how much we‟ve learned (and the others quickly chimed in in
agreement) and how excited they were (one boy, JS, put his hands in the air like he was cheering for math and
saying that it would be a great clip for the movie). One girl suggested that we use it for next year‟s group to get
them excited about class. While we were laughing and having a good time, I reminded them that we had to use
our time productively and if they really liked the idea of a „movie,‟ then perhaps we could do something with
our vocabulary words. JS exclaims, “Oh that will be interesting, so like for linear I do this [he puts his arms
straight up in the air and makes his legs straight, tilting sideways]. Even though he was being silly, I could see
from his body language that he understood linear meant that it makes a straight line. I was surprised he chose
that word to attempt because we didn‟t cover it much in depth, but obviously something stuck with him, and
correctly, at that! When they left class, I felt really good about what we have learned and how excited the kids
were about their learning. And clearly, at least some of the vocabulary is sticking with them” (personal log,
11/7/09).
Discussion
The Role of Symbolic
Vocabulary in Understanding
Mathematics
While my focus in this study
was on verbal vocabulary, I‘ve to come
to realize that symbolic vocabulary
plays just as critical a role in helping
students comprehend mathematics and
properly solve problems. I noticed that
while students might be able to define
absolute value correctly and list two
numbers that have a certain absolute
value, students still struggled with the
absolute value symbol. If students do
not understand what the symbol is
Figure 9 Fortune Note Card
telling them to do, much like if they do
not understand the meaning of a mathematical term, then it seems they are just as likely to get a problem
incorrect because of their lack of understanding of mathematical symbols. Because mathematics
comprehension includes not only understanding the words but also the symbols and concepts, it becomes
important that students understand mathematical symbols, their meanings, and how to utilize them to
comprehend and solve problems. ―Mathematics does not lie in its symbols, but in the ideas these symbols
represent‖ (Davis, 1986, as cited in Capraro, 2006, p. 162). One of my students even brought up the importance
of viewing symbols as vocabulary when he wrote on a survey that the vocabulary method that helps him the
most is ―when I actually use it [vocabulary.] Like absolute value, we had to learn the sign and then know what
it meant.‖ Further research could be done on this topic because of the common use of symbols as a way to
convey mathematical meaning.

Struggles in the learning process with vocabulary definitions and examples

Based on student interviews, surveys, and test results, it appears to be important to teach vocabulary concepts
and definitions simultaneously. Student comments about their struggle to find definitions and examples for the
different vocabulary strategies included, ―I had trouble finding the definition because they didn‘t make sense,‖
―They weren‘t math terms,‖ ―I couldn‘t find the definition with an example,‖ ―I‘m not always able to make up
examples [just based on the definition]‖ and that ―it helps me [when you give us the definitions] because I don‘t
always understand what they [dictionaries] are trying to say. They use big vocabulary.‖ Another student said
she was more comfortable when I provided definitions because it‘s a definition she knows is right. I even
noticed when grading students‘ graphic organizers that sometimes students were too vague or struggled to write
a definition in their own words. Students sometimes used the words they were defining in their definitions.

Learning vocabulary is not just about determining one straightforward definition but is also about examining the
meanings of words through broader concepts. ―Definitions alone rarely throw much light on the ideas they
represent. They are usually the end product of much exploration and careful thought. In fact, precision of a
definition belies the effort that has contributed to its formulation‖ (Countryman, 1992, p. 55, as cited in Murray,
2004). Because of the complexity of mathematical terms and the concepts they represent, teachers will want to
build concepts first and then attach mathematical vocabulary to established ideas (Lee, 2007), which is also why
it is important that students do not use dictionaries until after concepts are represented and understood
(Blachowicz and Fisher, 1996, as cited in Murray, 2004). Only after other efforts to acquire mathematical
meanings have been exhausted should students utilize a math dictionary (Garbe,1985, as cited in Adams, 2003).
Examining Mathematical vs. Everyday Meanings of Vocabulary

After reading over the vocabulary section of students‘ first pretest, I had noted that I wanted to discuss that
some words have ‗math‘ meanings and ‗everyday‘ meanings or even different meanings in different areas in
math. For example, with the word ―scale,‖ they used their prior knowledge of scales in hands-on equations
from last year to talk about a balance as opposed to the range of numbers on the axes of a graph (personal log,
9/8/08). One student even drew a scale that people use to weigh themselves on and another drew a kitchen
scale for measurement. One student even told me in an interview that when she tried to look up definitions in
the dictionary, ―They weren‘t math terms. I was tempted to write the general definition‖; at least she
recognized the difference. However, research states that one reason that learning mathematics vocabulary is
difficult is that students must learn new meanings of math vocabulary that have completely different meanings
from what they already know (Capraro, 2006, Carter and Dean, 2006, Graves as cited in Harmon, 2005), which
can be confusing for students (Rubenstein, 2007). Teachers can be aware of potential confusion and help
students see the mathematical meaning and compare it to the everyday meaning, examining both similarities
and differences. Through discussion students can learn why a word in a particular context may have a specific
meaning (Rubenstein, 2007; Lee, 2007). When dealing with multiple meaning words, the teacher can make
connections between students‘ prior understandings of the word and the mathematical meaning of the word so
that students can begin to develop definitions from their own experiences (Adams, 2003). However, their prior
knowledge may sometimes actually get in the way because the words may be completely unrelated (Kossack,
2007).

Another observation I made was that if students do not know regular, everyday vocabulary, they might also
struggle to correctly solve math problems. In my log, I recorded an incident when several students expressed
frustration with not knowing whether to add or subtract on a series of business transactions from a problem in
their textbook, which included words like refund, refund from return, down payment, sale, business insurance,
advertising, and so on (personal log, 10/24/08). In another entry, on one day two students asked about the
difference between consecutive, consecutive even, consecutive odd. Two other students asked the meaning of
consecutive. One student asked the meaning of diminished and another asked about what ‗obtain‘ meant, all
words that would not be considered math specific (personal log, 10/22/08).

Conclusion
“I realized that I am now more conscious about using mathematical vocabulary when having whole class, small
group, and one-on-one discussions. I think that I am realizing the more they are exposed to the correct
terminology in context, the more likely they are to process it and use it correctly” (personal log, 9/27/09).
Towards the end of the school year, I began a unit by calling the number in front of the x-variable just that. A
week later, I began to then call the number in front of the x-variable its proper name—―coefficient.‖ As I
introduced the term to the students, one student asked, ―Well why didn‘t you just call it that from the
beginning?‖ This served as a reminder that the kids want and need to know mathematical vocabulary and that
the more they‘re exposed to it, the more it is to be embedded with the concepts.

A deeper awareness of the importance that vocabulary plays in the math classroom is necessary in order for
teachers to help students make connections between the various math concepts and the terminology associated
with those concepts. This study reiterates that teachers of mathematics are just as much teachers of literacy.
There are many strategies described in the literature for teaching vocabulary in math, so for a more
comprehensive list of ideas, see Table 3.
 Table 3 MATHEMATICAL VOCABULARY STRATEGIES
Examining Avoiding Approaching Moving from Utilizing multiple Sorting out
mathematical vs. homonym mathematic informal to intelligences to vocabulary in
everyday confusion vocabulary formal strengthen different areas of
meanings of instruction using definitions vocabulary mathematics
vocabulary linguistics

Compare it to Acknowledge Examine words‟ Explore the Use picture Establish a list of
the everyday that other words historical general case (an dictionaries as a math vocabulary
English word, sound the same, etymologies and unmodified visual learning for each area of
examining both identify those relationships term, e.g. strategy in which mathematics
commonalities other words, say (Rubenstein, trapezoid) and pictures are (Adams, 2003,
and differences and spell each, 2007) then the specific connected with Lee, 2007)
(Rubenstein, define them, and case (a modified written
2007) use each in term, e.g. descriptions in
context isosceles the students‟
(Rubenstein, trapezoid) own words (Lee,
2007) (Rubenstein, 2007)
2007)
Make Keep a Analyze the Start with Create math- Color code terms
connections homonymic meanings of informal oriented to correspond to
between bulletin board or words through definitions and cartoons or the various areas
students‟ prior a list of prefixes, suffixes, construct one‟s perform skits of math using
understandings homophones and roots (Lee, own meaning that involve the same
of the word and (Adams, 2003) 2007) (Leung, 2005) mathematical terminology that
the ideas (a visual , appears on the
mathematical kinesthetic, and standardized
meaning of the artistic tests (Lee, 2007)
word so that opportunity for
students can students who
begin to develop struggle with
definitions from written or verbal
their own strategies) (Lee,
experiences 2007)
(Adams, 2003)

Use discussion to Assign a journal Look at Associate

discover the prompt that examples and meaning with
rationale behind requires non-examples to „memorable
why a particular students to establish formal vivid images‟
word may have examine specific definitions (Kossack, 2007)
its meaning (Lee, words that have (Adams, 2003)
2007) homophonic
partners
(Adams, 2003)
 Table 3 MATHEMATICAL VOCABULARY STRATEGIES, continued
Writing in math Creating graphic Interacting to Assessing Learning Math Using literature
to deepen organizers learn vocabulary vocabulary in Symbols in math
vocabulary and math
conceptual
understanding

Write journals Use concept maps Have students Utilize Direct students‟ Give students
about the day‟s to organize info highlight mathematical attention to opportunities to
lesson, including and vocabulary challenging reflections in numerals in practice
in-class problems, visually as well as vocabulary and which students use context and have vocabulary and
notes, and daily make connections discuss their vocabulary to them classify see it in context
reflections between concepts understandings in discuss numbers in a outside of the
(Murray, 2004) (Murray, 2004, small groups. understanding of variety of contexts, math textbook,
Harmon, 2005) Then, the teacher concepts (Murray, justifying their such as through
can address any 2004) decisions picture books
words that still (Capraro, 2006) (Harmon, 2005)
need clarification
(Leung, 2005)
Write poetry, Brainstorm lists of Try to include key Use self- Play matching Have trade books
encouraging the words related to vocabulary assessment to games, such as in the classroom
use of analogies & the topic of the terms/concepts examine how drawing a symbol that are topically
metaphors to help lesson, using when questioning students have from the deck of related to concepts
assimilate graphic organizers students & ask for grown as cards in which a being studied so
technical to diagram explanations, mathematical correct math that struggling
vocabulary and relationships justifications, & learners (Adams, sentence, readers, in
understand new or between words conjectures so that 2003) including the particular, can
challenging (Harmon, 2005) students, in turn, symbol, must be access the info
concepts must use the stated in order to (Harmon, 2005)
(Rubenstein, 1996, vocabulary and win the card (Lee,
Murray, 2004) expand on their 2007)
thinking (Leung,
2005)
Keep a math Map words, Use the whole- Play a game in
vocabulary section sorting words into class activity “I which each person
in their binders in categories, Have, Who Has?”, begins with 5
which they define categorizing words a vocabulary game symbol and
the math term in into commonalities in which one numeral cards in
their own words (Murray, 2004) student reads a their hand and
and use an definition and the they much make
illustration and student with the correct
example (Murray, corresponding mathematical
2004, Harmon, definition expressions until
2005) responds and then all cards are gone,
reads his/her even those in the
word, until all center pile (Lee,
terms have been 2007)
exhausted and the
class is back to the
student who
started
(Rubenstein, 2007)
 Table 3 MATHEMATICAL VOCABULARY STRATEGIES, continued
Writing in math Creating graphic Interacting to Assessing Learning Math Using literature
to deepen organizers learn vocabulary vocabulary in Symbols in math
vocabulary and math
conceptual
understanding

Keep a personal Acknowledge that

word wall, which some math terms
lists alphabetically are easily
all the terms used confused, such as
throughout the factor and
school year multiple, and
(Murray, 2004) engage in class
discussion about
ways they can be
distinguished and
remembered
better
(Rubenstein, 2007)

The better students understand mathematical vocabulary, the more likely they are to succeed in mathematical
applications and problem-solving. As stated by the students themselves, “You should [know math vocabulary]
so you can explain situations using math terms and you have to understand them for work and school” and “if
you don‘t know vocabulary from math you won‘t fully understand what you‘re learning.‖

For some it may seem that an emphasis on vocabulary in the math classroom will detract from important
content learning; however if there is a balance then the work with vocabulary will pull in all other concerns and
appears to do so effectively (Murray 2004). Mathematics, in its complexity, cannot be fully understood without
in-depth exploration of the specialized vocabulary and the concepts associated with the vocabulary.

The words, symbols, and numerals that give the discipline its substance, framework, and power are the
same words, symbols, and numerals that students must use to communicate ideas, perform procedures,
explain processes, and solve problems. Hence a knower of mathematics is a doer of mathematics, and a
doer of mathematics is a reader of mathematics (Adams, 2003, p. 792)

Teachers need to play an active role in helping students understand how to problem solve, both as a reader and a
reader of mathematics. ―Instruction that helps learners view mathematics as a tool for solving problems,
participating in recreation and other pleasurable activities, and making sense of the world as the learner sees it is
instruction that motivates students to read mathematics‖ (Adams, 2003, p. 792). And only when students read
mathematics can they investigate the meaning of words, and only when they investigate the meaning of words
can they truly begin to learn about, explore, and discover the complexities of our mathematical world.
References
Adams, T. L. (2003). Reading mathematics: More than words can say. The Reading Teacher. 56(8),
786.

Carter, T. A. & Dean, E. O. (2006). Mathematics intervention for grades 5-11: Teaching mathematics, reading,
or both. Reading Psychology, 27(2/3), 127.

Capraro, M. M. (2006). Algebraic equations: Can middle-school students meaningfully translate from
words to mathematical symbols? Reading Psychology, 27(2/3), 147.

Harmon, J. M. (2005). Research on vocabulary instruction in the content areas: Implications for
struggling readers. Reading & Writing Quarterly, 21(3), 261.

Lee, H. (2007). Teaching mathematics vocabulary to diverse groups. Intervention in School &
Clinic, 43(2), 121.

Leung, C. (2005). Mathematical vocabulary: Fixers of knowledge or points of exploration? Language &
Education: An International Journal, 19(2), 127.

Murray, M. (2004). Teaching mathematics vocabulary in context. Portsmouth, NH: Heinemann.

Rubenstein, R. N. Strategies to support the learning of the language of mathematics. In Communication

in mathematics, K–12 and beyond, 1996 Yearbook of the National Council of Teachers of
Mathematics (NCTM), edited by Portia C. Elliott and Margaret J. Kenney, pp. 214–18. Reston, Va.:
NCTM, 1996.

Rubenstein, R. N. (2007). Focused strategies for middle-grades mathematics vocabulary development. Mathematics
teaching in the middle school, 13(4), 200.