Kami Upton Journal Article Reflection #7 Summary In this article the authors study a teacher and her strategies

for teaching mathematics vocabulary to her diverse students, and discuss the findings and the importance of thoroughly teaching mathematics vocabulary along with the concepts in mathematics classrooms. The teacher that was observed, Deb, discovered that while students understood mathematical concepts in her class they still struggled with state assessments and the questions that dealt with those concepts. The reason that the students struggled with these questions was that they did not know or understand the vocabulary attached with these concepts that was presented to the students on the state assessments. In order to maximize her students learning in mathematics, Deb created a program called Word of Math for grades 2 through 6 that helps students learn correct mathematical terms. The article discusses the program and Debs teaching strategies as it relates to the five process standards (problem solving, reasoning and proof, communication, connections, and representation) that, according to NCTM, students should be using to acquire and use mathematical knowledge. Implications Mathematics is its own language. In order for students to understand mathematical concepts and be able to apply them, they need to know and understand the vocabulary associated with those mathematical concepts. Concepts and vocabulary should be taught in sync with each other, and not as separate entities. When they are taught in sync with each other the learning of all students is maximized. All students learn in different ways and at different paces. Teachers should teach mathematics vocabulary and mathematical concepts using a variety of strategies to help all their students. Teachers should give students a variety of experiences with the concepts and vocabulary to help their students create meaning and connections among the concepts and vocabulary in math classes. Personal Experience I have taught and introduced mathematical vocabulary to my students, but I was one of the teachers that assumed my students understood the concept and vocabulary the first time we went over it. I have only used some of the strategies mentioned in the article to teach math vocabulary to my students, including math journals. After reading this article, I am aware of just how important vocabulary is in mathematics classrooms, and how frustrated and confused students can be when they do not know or understand the vocabulary associated with mathematical concepts. One thing that stuck out to me in the article that I did not realize before was that it is better to teach students, especially those with disabilities, the correct mathematical term instead of the socially accepted and common term (rhombus vs. diamond). Like most people, I thought that teaching them the common term was beneficial or easier for them to learn, but in reality that term will not be on the assessment, the other one will, and it will confuse the students.

Reference Lee, H., & Herner-Patnode, L. M. (2007). Teaching mathematics vocabulary to diverse groups. Intervention in School and Clinic, 43(2), 121-126. Retrieved from http://media.etbu.edu:2202/ehost/pdfviewer/pdfviewer?sid=163c10ef-e33f-4bf8-9dfaacca8f881d14@sessionmgr111&vid=6&hid=120