An Examination of Vocabulary Used by Fourth Grade Students When Responding to Mathematical Word Problems

open_access
Open Access
Author:
Goray, Morgan
Area of Honors:
Mathematics
Degree:
Bachelor of Science
Document Type:
Thesis
Thesis Supervisors:
Michelle Johanna Cook, Thesis Supervisor
Michelle Johanna Cook, Thesis Honors Advisor
Patrick M Kelly, Faculty Reader
Keywords:
fourth grade
mathematics
mathematical vocabulary
word problems
Abstract:
The National Council of Teachers of Mathematics (NCTM) emphasizes the importance of mathematical discourse which includes mathematical writing. One of the most common forms of mathematical writing happens when students are tasked with responding to word problems by explaining their mathematical reasoning and sharing their answer. When writing mathematically, it is important for students to utilize accurate mathematical vocabulary. In this study, I examined baseline probes completed by fourth grade students that included one and two-step word problems involving three of the four mathematical operations. Students completed the probes as part of a larger study of a mathematical writing intervention. Herein, I report the percent of student writing that contained mathematical vocabulary, a breakdown of the types of mathematical vocabulary, and whether correct answers used more mathematical vocabulary on average. Results can support educators in understanding students’ use of mathematical vocabulary when solving word problems. Recommendations for instructional practice will be made.