The Relationship Between Middle School Students' Mathematical Vocabulary and Their Achievements in Mathematics: A Mixed Method Study

<p>In 2000, National Council of Teachers of Mathematics (NCTM) included communication in the standards encouraging students to develop their mathematical language to sufficiently and accurately explain their ideas through discourse. For years, there has been a growing movement for students to attain abilities to articulate problem solving methods utilizing mathematics vocabulary (Pierce & Fontaine, 2009).</p> <p>In this study, a mixed method design was utilized to examine the relationship between middle school students’ understanding of mathematics vocabulary and their success in mathematics. The quantitative study was conducted to determine if there is a correlation between eighth grade mathematics vocabulary acquisition and students’ achievement on Georgia’s Criterion Referenced Competency Test (CRCT). Using Ericsson and Simon's (1980) think-aloud protocol, the qualitative study was conducted to examine whether conceptual understanding of mathematics vocabulary impacts students’ ability to problem-solve. The results from both studies indicated an association between students’ acquisition of mathematics vocabulary, student achievement, and their problem solving abilities.</p>

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2015

Author dc:creator

• Bowie, Alanna L.

Contributors dc:contributor

• Dr. Mary Garner
• Dr. Belinda Edwards
• Dr. Mark Warner

• procedural/conceptual understanding
• discourse
• problem-solving
• education
• Educational Leadership
• Science and Mathematics Education

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/etd/664

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:etd-1669