Examining Use of Graphic Organizers in High School Mathematics: How It Effects Learning Performance Graphic Organizer Writing Improved Vocabulary Middle School Math Key Words Increased Performance Learning Disabilities Key WordsBetter Understanding

1.1 Writing in Mathematics Vocabulary instruction traditionally consisted of looking up the word in question in the dictionary, writing (or copying) down the definition, and then writing a sentence using the word which accurately reflects its meaning. Studies have indicated the effectiveness of using graphic organizers with middle school students that have learning disabilities. The use of writing in mathematics as an effective instructional strategy has been advocated and many ways that it could be done in the classroom have been suggested. Yet, it is seldom ever utilized by the mathematics classroom teacher 1.1.1Previous Research The use of graphic organizers have been demonstrated to be effective with seventh grade students with mild learning disabilities. There is sound reasoning for using writing in the middle school math classroom and

studies demonstrate results that support those assertions. Studies have supported the effectiveness of the use of graphic organizers in mathematics classes as a supplement to a teacher’s common teaching practices Gaps and/or Problem Areas Graphic organizers have been shown to be effective in improving vocabulary for writing purposes but they have not been widely regarded as a regular learning tool in the mathematics classroom. The practice seems to be that words, sentences, and punctuation are utilized used in the language classroom while numbers and symbols remain the medium of choice for the math classroom. Furthermore, if common thinking continues to prevail, the observation of the two seldom ever getting mixed will continue. Those advocating for the use of writing in math classes support their views with general principles of learning. If experimental results of language and mathematical performance hold, language instruction in math should be tested in high school math to see if it improves

learning performance. 1.2Purpose With such strong evidence for the crucial nature of language in the performance of math calculation, future research should be done to see if empirical evidence can be obtained to support the practice of utilizing vocabulary instruction as an essential component of mathematics instruction. When research studies provide support for the part that language plays in the ability to do complex math, it has the potential to forever alter the way it is taught in the classroom. Testing whether or not graphic organizers improve learning performance on the part of the student would lend further support to bringing about that kind of change.