How Early Mathematics Interventions Support Mathematics Vocabulary Learning: A Content Analysis
While there is a strong research base that supports intervening early in mathematics, research investigating the importance of mathematics vocabulary is still emerging. Practitioners and researchers may benefit from understanding how mathematics interventions support mathematics vocabulary acquisition, particularly for students who struggle with learning mathematics. Thus, the purpose of this study was to conduct a mathematics vocabulary content analysis across seven kindergarten and first-grade mathematics interventions. Across the intervention lessons, we recorded suggested teacher and student actions related to mathematics vocabulary instruction. The results indicated the most common instructional strategies used to teach mathematics vocabulary include: providing students with the opportunity to apply the meaning of the vocabulary term (94.7%), using representations (66.4%), and asking students to respond to teacher prompts using the term (44.7%). Overall, 29.7% of lessons clearly defined vocabulary terms, and 5.8% of lesson objectives addressed teaching the definition of the term. We discuss implications for researchers and practitioners to supplement interventions with opportunities for students to learn, practise, and apply mathematics vocabulary.
This is the peer reviewed version of the following article:
Nelson, G. & Carter, H. (2022). How Early Mathematics Interventions Support Mathematics Vocabulary Learning: A Content Analysis. The Curriculum Journal, 33(3), 443-459,
which has been published in final form at https://doi.org/10.1002/curj.147. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
Nelson, Gena and Carter, Hannah. (2022). "How Early Mathematics Interventions Support Mathematics Vocabulary Learning: A Content Analysis". The Curriculum Journal, 33(3), 443-459. https://doi.org/10.1002/curj.147