How can we improve mathematical vocabulary comprehension that will allow students to develop higher-order levels of learning?

Kenyon, Vivienne (2016) How can we improve mathematical vocabulary comprehension that will allow students to develop higher-order levels of learning? The STeP Journal: Student Teacher Perspectives, 3 (2). pp. 47-61.

Preview

PDF - Published Version Available under License CC BY-NC-ND Download (620kB) | Preview

Abstract

The style of the mathematics GCSE examinations in England is changing under the new reform (Department for Education, 2013a), which promises to test in problem-solving and worded contexts to a greater degree. This will undoubtedly present a barrier for many students due to the increased need to understand and use mathematical vocabulary. During this enquiry, I aimed to find a teaching strategy that would help students to learn mathematical vocabulary, and so enabling them to access higher-order levels of learning in preparation for the new exams. The strategy used was the Frayer Model, implemented for a 6-week period with a class of 15 participants. Results from pre- and post-instruction testing were analysed, along with the results from a control class. The class who received the instruction showed clear improvements over the control class, however the model appeared to be less effective with those participants with a lower reading age. Also, the questionnaires highlighted that those who were more engaged with the model generally experienced greater improvements in their understanding of mathematical vocabulary in the test.

Item Type:	Article
Journal / Publication Title:	The STeP Journal: Student Teacher Perspectives
Publisher:	Teacher Education Advancement Network (TEAN), University of Cumbria
Departments:	Academic Departments > Institute of Education (IOE) > Secondary PGCE
Depositing User:	Anna Lupton
Date Deposited:	18 Oct 2016 16:04
Last Modified:	12 Jan 2024 16:01
URI:	https://insight.cumbria.ac.uk/id/eprint/2460

Downloads