1. Math Vocabulary Strategies for the Classroom

2. Philosophy
Main goal for this learning strategy is for students to master their vocabulary and use more often.
Stronger mastery of math vocabulary to increase student knowledge of math problems.
Have more strategies for teaching math vocabulary.
“Mathematics is a language” – Josiah Willard Gibbs

3. Today’s Objective Students will:
Increase the familiarity and fluency of their mathematical vocabulary.
Have multiple strategies for vocabulary practice.

4. Vocabulary Teaching Essential Questions
--Why is vocabulary instruction so important?
--What are helpful strategies for vocabulary instruction?
Teaching Style
--How do you teach vocabulary in the classroom?
Common Styles Used
--Read class notes, the word wall, a dictionary, or textbook to clarify the definition of terms and concepts.
“It takes more than definitional knowledge to know a word, and we have to know words in order to identify in them multiple reading and listening contexts and use them in our speaking and writing.” - (Allen, 1999)

5. NCTM Standards Communication Instructional programs from
pre-kindergarten through grade 12
Should enable all students to:
Organize and consolidate their
mathematical thinking through
communication.
Communicate their mathematical
thinking coherently and clearly to
peers, teachers, and others.
Analyze and evaluate the
mathematical thinking and strategies
of others.
Use the language of mathematics
to express mathematical ideas
precisely.
Do we know what the instructions are asking us?

6. Rational and Strategies
Rationale
Clear understanding of the academic language utilized in mathematics is a foundational skill. Providing students with opportunities to master new vocabulary and concepts is critical.
Strategies
Having multiple ways to get students to practice and retain their math vocabulary can hopefully get a “buy in” in order to prevent confusion from assignment directions. This power point will show a quick view of some AVID recommended vocabulary strategies.

7. Vocabulary Instruction
Direct teaching of vocabulary can help to improve comprehension when we follow these guidelines – (Cooper, 1993)
A few critical words are taught.
The words are taught in a meaningful context. (including nonlinguistic representations)
Students relate the new words to their background knowledge.
Students are exposed to the words multiple times.

8. Need help? What are some helpful strategies
for vocabulary instruction?

9. Organizing Words into Categories
Word Sorts: can place the words into a common grouping to help with identifying.
Provide students with vocabulary word cards.
Work in groups to sort the word into categories.
Encourage students to find more than one category for the vocabulary words.
Discuss the rational for categorizing the words.

10. Word Map
Example of a word map:

11. Word Map Instructions:
Give the vocabulary work and have students place it into the word map diagram.
“What is it?” can have a formal or informal definition of the word.
“What is it like?” should challenge students to find at least 4 similar words to the given one.
“What are some examples?” should have at least 4 similar examples as well.

12. Vocabulary Notebooks
Students keep a log or journal to record what they are learning.
Teacher provides a concept or word.
Students write quickly and spontaneously (free write) everything they know about the word.
Peer and/or teacher feedback.

13. Concept Circles
You can provide a set of words and a question to have students defend why a word does not belong.

14. How to earn additional Professional Development on this strategy
Write your lesson plan incorporating the strategy.
Implement that lesson and save any artifacts for documentation.
Contact your mentor via and provide the following information:
When did you use the strategy?
When would you like to meet? (15 minutes after school)
Mentor will send you a self-reflection form to complete & confirm possible meeting time.
For the meeting bring the following:
Hard copy of the lesson
Student artifacts
Completed self-reflection form

15. Follow up questions 1. What did you learn or find interesting?
2. How can you apply this knowledge or information to your own classroom or lessons?
3. Did you find this information useful or relevant?
4. What specific information stood out for you? Please explain.
5. Do you have any follow up questions or comments? 15

16. Contact Information
* Chris Franey is in the math department.
* If you have any questions on how to implement the strategy, please contact him at: