How Early Mathematics Interventions Support Mathematics Vocabulary Learning: A Content Analysis

Autor/inn/en	Nelson, Gena; Carter, Hannah
Titel	How Early Mathematics Interventions Support Mathematics Vocabulary Learning: A Content Analysis
Quelle	In: Curriculum Journal, 33 (2022) 3, S.443-459 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nelson, Gena) ORCID (Carter, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.147
Schlagwörter	Early Intervention; Mathematics Education; Vocabulary Development; Kindergarten; Young Children; Grade 1; Interaction; Teacher Behavior; Student Behavior + Suchen Sie Ihr Suchwort? Mathematische Bildung; Wortschatzarbeit; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Interaktion; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01