Term
Spring 2024
Capstone
Dissertation
Degree Name
EdD
Primary Advisor/Dissertation Chair
Karen Moroz
Abstract
For the last couple decades, math achievement scores in the United States have remained stagnant or declined. Teachers are searching for ways to improve these scores. Much work has been done on number sense and math talks. But, are these the only tools to consider? What if the very language used to express mathematical knowledge is a key factor in how students gain their learning and ultimately express their thinking? Research has emerged that draws a relationship between explicit math vocabulary instruction and math achievement. While this is well documented, the practice is not commonly seen. Thus, I asked, “What are the beliefs and practices of elementary educators regarding explicit math vocabulary and language instruction? Resources are limited to support this teaching. Furthermore, the work demands of elementary teachers today preclude them from developing their own materials to do this. Thus, implementation of such practice is difficult and has not reached a normalized level from which we can expect cohesion in math teaching throughout an organization. A case study methodology revealed teachers' practical issues in implementing explicit vocabulary instruction. Findings include learning about teacher belief systems, teaching practices, student responses, and curriculum analysis. This research sets a baseline for understanding the authentic issues facing teachers in elementary schools. This dissertation concludes with suggestions for implementing best practices in vocabulary instruction as applied to mathematics. In addition, recommendations for further research promote the continued development of this field so that our schools may realize the potential of this practice.
Keywords
Brain-based Learning, ESL/ ELLs, Mathematics, Vocabulary and Language
Recommended Citation
Berlin, Katherine Lee, "Elementary Educators’ Beliefs and Practices Regarding Explicit Math Vocabulary and Language Instruction" (2024). School of Education and Leadership Student Capstone Theses and Dissertations. 4599.
https://digitalcommons.hamline.edu/hse_all/4599
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations