Vocabulary & Math Connections
The resources and information below relate to both Academic Vocabulary and Math Vocabulary. Both of these are critical components for student learning in mathematics. Research supports the value of engaging students in both informal and formal vocabulary and its integration into math discourse. ~(Information compiled by Angie Gray & Becky Berg)
Academic Vocabulary
Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools. It is vocabulary that supports student comprehension of instructional content. Academic vocabulary exposes students to the word origins, multiple meanings of words, and reference to abstract concepts that relate and connects directly to the targeted content area.
Effective Practices for Teaching Academic Vocabulary
Academic Vocabulary Lists grouped into ten sublists that reflect word frequency and range.
Academic Vocabulary lists (listed alphabetically)
Additional Resources and AWL Highlighter Tool
This site will help you expand your academic vocabulary using the Academic Word List (the AWL).
Math Vocabulary
Students do not learn mathematical vocabulary by memorizing definitions. Rather, they construct meaning for mathematical vocabulary by actually doing authentic and meaningful mathematics. Nevertheless, it is unrealistic for teachers to expect that all students will somehow absorb targeted vocabulary by simply engaging in mathematical investigations. The teacher must be purposeful in constructing learning experiences that direct the student’s attention to specific vocabulary.
Math Vocabulary Cards and Lists from Granite School District
Math Vocabulary Information from Granite School District - Various ideas and links for math vocabulary.
Kid's Math Dictionary- Great interactive dictionary!
Building a Bridge to Academic Vocabulary in Mathematics:
This document provides instructional strategies that will help teachers construct this bridge for
future student success with vocabulary in mathematics.Through active discourse and interaction with important mathematical ideas, the teacher must strategically plan learning experiences that purposefully bridge their
students’ informal language to formal mathematical vocabulary.
Graphic Organizers in Math: Frayer, 3 Facts & a Fib, and Math Concept Map
Using graphic organizers is something that is supported in research relating to math vocabulary. This link provides the Frayer model, 3 Facts & a Fib, and Math Concept Map along with examples.
5 Key Components for Formal Math Vocabulary
(AISD Elementary Math Dept)
- Modeling-The teacher uses the targeted vocabulary within a meaningful context, often "revoicing" the student's informal language with the formal mathematical terminology. Example- Student: "I split 14 and got 7." Teacher: "So you mean that 7 is half of 14." Student: "Yes, two 7's make 14." Teacher: "Yes, you can divide 14 by 2 to get a quotient of 7."
- Discourse- The teacher orchestrates activities and poses questions that elicit student talk about mathematical ideas as they arise within the course of the lesson. Example: The students are making arrangements with 5 color tiles. The teacher makes two arrangements on the overhead and asks: "Are these two pentoinoes congruent? How do you know? What do I mean by congruent? Take 5 minutes and talk with your partner."
- Multiple Representations- The teacher uses various graphic organizers and displays- e.g. Venn diagrams, concept maps, Frayer Models, tables, word banks, etc.- to reinforce targeted vocabulary.
- Writing- The students uses the targeted vocabulary to reflect on and organize their thoughts around related mathematical ideas. e.g. journals, justification of solution strategies, etc.
- Assessment- The teacher uses informal observation and formal assessment tools to determine the depth to which the student understands and explains his/her understanding using the targeted vocabulary.