Math Language in Middle School: Be More Specific
1. Citation and PDF
Powell, S. R., Stevens, E. A., & Hughes, E. M. (2019). Math Language in Middle School: Be More Specific. Teaching Exceptional Children, 286–295. http://web.a.ebscohost.com.ezproxy.fhsu.edu:2048/ehost/pdfviewer/pdfviewer?vid=3&sid=40036ebd-a2a4-422e-8d63-4a545e86db84%40sessionmgr4007
math_language_in_middle_school
2. Abstract
Through our research experiences in schools and professional development opportunities with educators, we have observed two ways in which math language could be improved in middle school, which is the focus of this article. First, educators can use formal language instead of informal language. We provide examples for instances in which educators can use formalized math language in the “Instead of That, Say This” figures. Second, educators can be more precise with math terms that are closely related but have distinct meanings and characteristics. These terms may cause confusion for students because of similar concepts shared among related terms, and so these terms require a high degree of precision and specificity. This supports students in discriminating among terms that are related but have different math meanings. We provide examples of terms in which educators can use specific math language in the “Be Precise” figures. We focus on formalized math language and term specificity in two major areas of math: (a) numbers and operations and (b) geometry and measurement. We emphasize these two areas because numbers, operations, geometry, and measurement strands account for a majority of math standards in middle schools in the United States (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). At the end of the article, we provide suggestions for supporting students’ learning of math language (Powell, Stevens, Hughes, 2019).
3. Was the study experimental or non-experimental?
This study was non-experimental. The participants were not introduced to a treatment and there was not a control group and a variable group. The teacher participants were observed by researchers so that the researchers could get an idea of what kinds of math vocabulary was being used in the classroom. The student participants were given an initial survey to determine their knowledge of mathematical terms.
4. Was the research qualitative or quantitative?
The research was quantitative. Researchers looked at a list of commonly-used math terms and narrowed it down to 69 of them. Students were given a test where they had to match a definition to a vocabulary term or vice versa. The average 7th grade score was a 65% and the average 8th grade score was a 71%. Researchers used the students’ percentage score on this vocabulary test to determine areas for improvement.
5. What was the population studied?
The study focused on middle school students in 7th and 8th grade.
6. What sample was used for this study?
Researchers observed students who had learning disabilities or difficulties.
7. If the research was quantitative, was the measurement scale used, Nominal, Ordinal, Interval, or Ratio?
The measurement scale used was an interval scale. Researchers based their initial assessment of student understanding on a numeric scale. This, however, did not give an entirely accurate understanding of how students compare to each other because a student who scored a 30% on the vocabulary test may not necessarily be half as smart as someone who scored a 60% (Patten, Newhart, 2017).
8. If the research was quantitative, what statistical tools were used to analyze the data?
Researchers used observation to understand how middle school math teachers were using math vocabulary in the classroom. They also used a survey when they gave students a vocabulary test to assess their understanding of math terms.
9. What was the conclusion of the study?
Researchers determined that there were some areas for improvement when it came to how teachers were using math vocabulary. Teachers should focus more on using the formal math terms when teaching concepts. For example, when talking about the answer to an addition problem, the term “sum” should be used as opposed to referring to it as the “answer” (Powell, Stevens, Hughes, 2019). Powell, Stevens, and Hughes suggest using a “say this, not that” graphic to help teachers remember what to say. Additionally, teachers should focus more on terms that are similar but have different meanings. For example, students often use the terms reflection and rotation interchangeably but should know that they mean to flip over a line of reflection and to turn around a fixed point, respectively (Powell, Stevens, Hughes, 2019). Teachers should dedicate time to purposely planning the vocabulary that will be used in each lesson.
10. Why is this study useful to you?
As a middle school math teacher, this study was very useful to me. I often try to get through the vocabulary section of lessons because a.) there’s never enough time and b.) it seems like something students can go over on their own. There are certain areas where I really stress vocabulary but I liked seeing the graphics because they remind me that there’s always more I can be doing. Writing down the informal terms I use and turning them into formal terms is something I can work on. I really liked how the article reminded me that teaching math is the same thing as teaching another language. Students have to have a good knowledge base (vocabulary) before they can take off and learn to become independent learners who can make connections and really understand the subject.
11. What would be the next logical step in extending this study?
The next step in this study would be to convert it to an experimental study. Researchers can introduce a treatment to the experimental group. This would be in the form of giving teachers specific ways to use vocabulary in the classroom such as creating lessons with specific terminology and possibly a certain number of times those terms should be repeated throughout the day. Students would be assessed throughout to see if their vocabulary test scores are increasing. It could be argued that this study is slightly unethical because the students in the control group are missing out on an education. Depending on the length of the study, it may be possible for this group to receive the treatment after the study has been completed. I would also be interested in seeing how this experiment would turn out if the observed population was expended to include a more diverse group of students. I feel that the pretest that was given to the students could have also created some errors in the researchers’ results because the test could have sensitized the students, allowing them to see the words the researchers were wanting them to learn. I would like to see the study conducted without the pretest, only using the teacher as a way to communicate the vocabulary to the students.
 
References
Patten, M. L., & Newhart, M. (2017). Understanding Research Methods: An Overview of the Essentials (10th ed.). Routledge.
Powell, S. R., Stevens, E. A., & Hughes, E. M. (2019). Math Language in Middle School: Be More Specific. Teaching Exceptional Children, 286–295. http://web.a.ebscohost.com.ezproxy.fhsu.edu:2048/ehost/pdfviewer/pdfviewer?vid=3&sid=40036ebd-a2a4-422e-8d63-4a545e86db84%40sessionmgr4007