Event Title
Can Knowledge of Mathematical Terminology Increase Student Understanding of Mathematical Concepts?
Faculty Mentor
Miriam Jordan
Keywords
Miriam Jordan
Abstract
This action research will investigate whether vocabulary instruction using the frayer model will increase student understanding. Often students know the mathematical terminology to use for a problem, however they do not understand what the term truly means and the mathematics behind the term. This project is designed to generate data that will begin to answer these questions: Will having explicit vocabulary instruction in the form of the frayer model help create a better understanding of the concept? Is it worthwhile to spend the time defining mathematical terms using the frayer model? Does it help the students be able to do mathematics better? The research design follows the principles of action research. The research questions have come from reflecting on my own teaching experience. The understanding of mathematical terms is something that is not prevalent in my students knowledge about mathematics. I want to know if using the frayer model for vocabulary instruction will increase student understanding. The goal of this action research is to inform my own practice.
Session Name:
Education: Science, Technology, Social Studies, and Math I
Start Date
4-4-2014 1:15 PM
End Date
4-4-2014 2:15 PM
Location
HSB 105
Can Knowledge of Mathematical Terminology Increase Student Understanding of Mathematical Concepts?
HSB 105
This action research will investigate whether vocabulary instruction using the frayer model will increase student understanding. Often students know the mathematical terminology to use for a problem, however they do not understand what the term truly means and the mathematics behind the term. This project is designed to generate data that will begin to answer these questions: Will having explicit vocabulary instruction in the form of the frayer model help create a better understanding of the concept? Is it worthwhile to spend the time defining mathematical terms using the frayer model? Does it help the students be able to do mathematics better? The research design follows the principles of action research. The research questions have come from reflecting on my own teaching experience. The understanding of mathematical terms is something that is not prevalent in my students knowledge about mathematics. I want to know if using the frayer model for vocabulary instruction will increase student understanding. The goal of this action research is to inform my own practice.