Transcript How-to-teach-math-vocabulary

ISHIK UNIVERSITY
FACULTY OF EDUCATION
HOW TO TEACH
MATH VOCABULARY
Orhan TUĞ PhD(c)
14.03.2016
MATHEMATICS EDUCATION
DEPARTMENT
Contents
 Teaching vocabulary in English
 Clear Vocabulary Instruction
 Teaching Math Vocabulary
 Six Steps to Better Vocabulary Instruction
 Methods of teaching mathematical terminology
Teaching vocabulary in English
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Because vocabulary knowledge is critical to reading comprehension, it is
important that those working with young readers help substitute their development
of a large “word bank” and effective vocabulary learning strategies.
There are several effective categorical (intentional, planned instruction) and
hidden (spontaneous instruction as a child comes to new words in a text) strategies
that adults can employ with readers of any age.
Clear Vocabulary Instruction
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Pre-teaching Vocabulary Words
One of the most effective methods of helping children learn new vocabulary words
is to teach unfamiliar words used in a text prior to the reading experience.
Adults (either alone or with the child(ren)) should preview reading materials to
determine which words are unfamiliar. Then these words should be defined and
discussed.
It is important for the adult to not only tell the child(ren) what the word means,
but also to discuss its meaning. This allows the child(ren) to develop an
understanding of the word’s meanings as well as its denotation.
Also, discussion provides the adult with feedback about how well the child(ren)
understands the word. After pre-teaching vocabulary words, the child(ren) should
read the text.
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Repeated Experience to Words
It may seem common sense that the more times we are showing to a word, the
stronger our understanding becomes. However, repeated experience to new
vocabulary words is often ignored.
Adults often forget a person (especially a child) needs to hear and use a word
several times before it truly becomes a part of her vocabulary.
Providing multiple opportunities to use a new word in its written and spoken form
helps children solidify their understanding of it.
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Keyword Method
Like pre-teaching, the keyword method occurs before a child reads a particular
text. In this method, unfamiliar words are introduced prior to reading.
However, rather than encouraging the child to remember a definition for a new
word, the adult teaches him a “word clue” to help him understand it.
This “word clue” or keyword might be a part of the definition, an illustrative
example or an image that the reader connects to the word to make it easier to
remember the meaning when reading it in context.
The idea behind the keyword method is to create an easy cognitive link to the
word’s meaning that the reader can access efficiently during a reading experience.
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Word Maps
The word map is an excellent method for scaffolding a child’s vocabulary learnin
g. Like the other explicit instructional methods, the adult (either alone or with th
e child(ren)) should preview reading materials to determine which words are unfa
miliar.
For each of these new vocabulary words the child (with the support of the adult) c
reates a graphic organizer for the word. At the top or center of the organizer is the
vocabulary word. Branching off of the word are three categories: classification (w
hat class or group does the word belong to), qualities (what is the word like) and e
xamples.
Using prior knowledge the child fills in each of these three categories. Word map
s help readers develop complete understandings of words. This strategy is best use
d with children in grades 3-12.
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Root Analysis
While root analysis is taught explicitly, the ultimate goal is for readers to use this
strategy independently. Many of the words in the English language are derived
from Latin or Greek roots.
They either contain a “core” root (the primary component of the word) or use
prefixes or suffixes that hold meaning. Adults should focus on teaching children
the most commonly occurring roots, prefixes and suffixes.
As each is taught examples of its use in common word should be shared and exam
ined. The reader should see how the root helps her understand the word’s definitio
n. Children should then be given practice analyzing words to determine their roots
and definitions.
When a reader is able to break down unfamiliar words into their prefixes, suffixes
and roots they can begin to determine their meanings.
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Restructuring Reading Materials
This strategy is particularly effective for helping struggling readers improve their
vocabularies.
Sometimes grade level materials are inaccessible to readers because there are too
many unfamiliar words in them. Adults can restructure the materials in several dif
ferent ways to help readers comprehend them more easily.
A portion of the difficult words can be replaced with “easier” synonyms to help th
e reader understand the overall text. Vocabulary footnotes (definitions provided at
the bottom of the page) can be added for particularly challenging words so that th
e reader can easily “look up” the word while still reading the text.
An accompanying vocabulary guide can be provided for the text. Words that are i
ncluded in the guide should be highlighted or printed in bold text to direct the rea
der to check the vocabulary guide if the word or its meaning is unfamiliar.
Teaching Math Vocabulary
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Most people usually associate vocabulary with language arts class. However, every
subject area has its own words or phrases that students must learn in order to be
successful. Math is no exception. As students move beyond basic addition, subtract
ion, multiplication and division, math-related concepts can become a little more
challenging.
Teaching math-related language (i.e. vocabulary) is probably the best starting point
when teaching concepts and processes students will come across during instructio
n, activities and assessments. When students have a solid understanding of math-r
elated language, they have the skills needed to be actively involved in the math cl
assroom.
Vocabulary strategies for the math classroom are similar to those used in languag
e-arts instruction. Strategies are methods that you and your students use to suppo
rt their learning processes. Teachers should look for opportunities to build vocabul
ary into their mathematics lesson plans. When you teach math vocabulary before
plunging into your lesson content, you will give your students an opportunity to le
arn important words and phrases.
For example, it would probably be a good idea to define the term inequality and
give students concrete examples of what an inequality is and what an inequality is
not. Once you have established that students have a firm understanding of the ter
m, you can move ahead with the related lesson.
Six Steps to Better Vocabulary
Instruction
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Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own
words.
Ask student to construct a picture, pictograph, or symbolic representation of the
term.
Engage students in activities that help them add to their knowledge of the terms in
their vocabulary notebooks.
Ask students to discuss the terms with one another.
Involve students periodically in games that enable them to play with terms.
Methods of teaching mathematical
terminology
Word Walls
One of the best math teaching strategies is teaching math concepts through the use of
math word walls. While word walls have been commonly used in reading or language
arts classrooms, teachers of other subject areas are also using them to support their stu
dents' ability to make connections with new words or phrases, or allow the students to
reference words that you have previously covered during instruction. The words used f
or a word wall are usually related to an activity or lesson that the teacher will be imple
menting.
Words and phrases placed on the word wall are usually arranged in alphabetical order,
displayed in large visible letters on a wall, bulletin board, or other display surface in a
classroom. For example, you may be starting a lesson on fractions, but want your stud
ents to understand the components of a fraction. You may want to cover fraction-relate
d words like denominator, numerator, improper and mixed. You, as the teacher, may w
rite each word on an index card and review them with your students. Afterwards, you
Graphic Organizers
Graphic organizers can help children grasp an understanding of math vocabulary ter
ms. You can use graphic organizers to teach students word meanings, terms that are
associated with a particular vocabulary word and examples of the word. For example
, in your lesson on fractions, you have introduced the word vertex. You can use a gra
phic organizer like the Frayer Model to then explicitly teach the word to your studen
ts before placing it on the word wall.
The Frayer Model has four blocks: one block to define the word, a second block to g
ive examples of the word, a third block for non-examples of the word and a fourth bl
ock designated for visuals of the word. The example used below demonstrates what t
Vocabulary Self-Check
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Before students read a selection, have students write the vocabulary words
in the left column of the chart
Students rate their knowledge of the words in pencil using + they can give
an example & definition (write on sheet) ? they can give an example or def
inition (write on sheet) - they do not know the definition or example
Make a copy of the sheet as a pretest. Then have students complete the she
et throughout the unit until all are + with examples and definitions.
Compare & Contrast
Games