This study examined the mathematical thinking of English learners as they were taught mathematics vocabulary through research-based methods. Four English learners served as focus students. After administering a pre-performance assessment, I taught a 10-lesson unit on fractions. I taught mathematics vocabulary through the use of a mathematics word wall, think-pair-shares, graphic organizers, journal entries, and picture dictionaries. The four focus students were audio recorded to capture their spoken discourse. Student work was collected to capture written discourse. Over the course of the unit, the four focus students used the mathematics vocabulary words that were taught explicitly. The focus students gained both procedural and conceptual knowledge of fractions during this unit. Students also expressed elevated confidence in their mathematics abilities.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Hart, Hilary, "Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking" (2010). Theses and Dissertations. 2573.
mathematics, vocabulary, mathematics vocabulary, English learners, inquiry teaching