Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
This quantitative study examined the linguistic features that are used in directional sentences in an upper-elementary mathematics textbook. Specifically, the research addressed grammatical and syntactical features (i.e. complex phrases, lexical bundles, vocabulary) that research literature identified as difficult aspects of the language of mathematics to determine whether those same features were present in directions. Directional sentences from Math in Focus (grade 4) were compiled into a corpus which was analyzed for the presence of difficult linguistic features according to research. Words in the corpus were then compared to identified vocabulary lists to reveal potentially difficult academic and content vocabulary. Results indicate that ELs would benefit from explicit instruction on the structure of commands, verb-initial sentences, and the use of everyday vocabulary in the language of mathematics. The results suggest that teachers should adjust their instructional discourse to connect to the verb-initial command structure prevalent in the analyzed directional sentences.
Text Analyses, Linguistic Analysis; Quantitative Research
ESL/ ELLs, Language of Mathematics
Freeland, Melinda, "Evaluate the expression: An analysis of the linguistic features of directions in an upper elementary mathematics textbook" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4161.