Document Type

Student Presentation

Presentation Date

4-15-2019

College

College of Education

Department

Department of Early and Special Education

Faculty Sponsor

Dr. Gena Nelson

Abstract

Establishing a sufficient understanding of mathematics vocabulary is an important aspect of achievement and advancement in mathematical skills in children. Powell et al. (2017) found a significant correlation between a student’s math-vocabulary knowledge and performance on a mathematical computation assessment. The researchers highlighted the importance of vocabulary in helping students to read textbooks, answer questions, and engage in communication that improves mathematical skills. To further investigate this relationship, we are conducting a pilot study on the interaction between math vocabulary and math achievement. This study involves 15 children from a suburban school in the midwest, referred by teachers as having a math difficulty (performance below the 25th percentile) on a computer adaptive winter screening measure. To measure math vocabulary students were given a first grade math vocabulary test. Two assessments were administered to measure math performance: a norm-referenced math achievement test (GMADE) and a norm-referenced early numeracy test (Number Sense Screener). We hypothesize that lower scores on the math vocabulary test will correlate with lower scores in the math achievement test as well as the early numeracy test. This poster will report on the results of our pilot study and discuss implications for students with math difficulty.

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