{

Teaching Etymology in the Math Classroom

Coral KennedyEMSE 5315 Language Exploration ProjectDecember 15th, 2014

Rationale / Purpose

How many minutes do you think a math teacher spends teaching vocabulary?

Approximately _____ minutes of class 5

Teaching students vocabulary, etymology, and the parts of each word not only helps the students better understand the content, it also gives them a knowledge base that they can take into the “real world” and even apply to other classes and subjects.

Vocabulary

• Etymology - a chronological account of the birth and development of a particular word or element of a word, often delineating its spread from one language to another and its evolving changes in form and meaning

EnglishSubordinate

Latinordoorder

Englishco-

“together”

Coordinate“of the same rank”

Latinordinare

Vocabulary

un

• Root Word – central part of a word (holds key meaning)

reason

able

• Prefix – placed at the beginning of a word, modifies meaning

• Suffix – placed at the end of a word, modifies meaning

Literature Review

“When students know these roots, they can make connections between common English words with which they are familiar and mathematics terms.”

(Thompson, 573)

“Explaining the root meanings of the words we mathematicians use makes for a better understanding of the mathematics we teach .“

(Mulcrone, 184)

“Students who can apply this knowledge learn thousands and thousands of words in the time it takes most to learn a dozen words.”

(Lorcher, Effective)

Procedures

Pre-Instruction Assessment:• 10 Questions long• Define / Explain each math term• 10 – 15 minutes in the beginning of class

Instruction :• Posters• 10 – 15 minutes of reviewing the words on the

posters

Post-Instruction Assessment:• 10 Questions long• Define / Explain each math term• 10 – 15 minutes in the beginning of class

Class Posters

Class Posters

Class Posters

Pre-Instruction Assessment

0

10

20

30

40

50

60

Note: Students were awarded half credit for some questions if their definition demonstrated a rudimen-

tary understanding.

1

0.5

0

Pre-Instruction Assessment

1. Acute Angle2. Nonlinear

Function3. Bisect4. Percent5. Decagon6. Polygon7. Divisor8. Quadrant9. Factor10.Geometry

Small angleI don’t knowI don’t know

%, out of 10010 sides, I don’t know

Shape, I don’t knowNumber you are dividing by

Box, I forgotNumbers, I forgot

Shapes, Math, I don’t know

Questions Student Responses

Post-Instruction Assessment

Inter

sect

Adden

d

Octago

n

Circum

feren

ce

Perim

eter

Equiva

lent

Fracti

on

Infinit

e

Diamete

r

Kilomete

r05

101520253035404550

10.50

Note: Students were awarded half credit for some questions if their definition demonstrated a rudimentary understanding

Post-Instruction Assessment

1. Intersect2. Addend3. Octagon4. Circumference5. Perimeter6. Equivalent7. Fraction8. Infinite9. Diameter10.Kilometer

To cut through, to cut acrossA number added to another

8 sided shapeAround a circle

Distance around a shape, measure around

Things that are equal, equalPart of a whole

Not ending, never stoppingMeasure across

A thousand meters, a thousand measures

Questions Student Responses

Sample

Conclusions

Does teaching the etymology and word parts of common math vocabulary increase student comprehension?

“It is right and reasonable to hope that kids can have a lifelong engagement with at least one, hopefully several fields of knowledge- and that they’ll pursue it through reading, for years to come .”

(Daniels, 11)

Resources

Daniels, H., & Zemelman, D. (n.d.). Subjects matter: Exceeding standards through powerful content-area reading. 11-11.

etymology. (n.d.). Dictionary.com Unabridged. Retrieved November 13, 2014, from Dictionary.com website: http://dictionary.reference.com/browse/etymology Mulcrone, T. (1958). Teaching The Etymology Of Mathematical Terms. The Mathematics Teacher, 51(3), 184-190. Lorcher, T. (2012, January 17). Effective Strategies for Teaching Vocabulary. Retrieved December 1, 2014, from http://www.brighthubeducation.com/middle-school-english-lessons/6995-effective-strategies-for-teaching-vocabulary/ Thompson, D., & Rubenstein, R. (2000). Learning Mathematics Vocabulary: Potential Pitfalls and Instructional Strategies. Mathematics Teacher, 93(7), 573. Retrieved December 1, 2014, from http://www.erusd.k12.ca.us/projectalphaweb/index_files/MP/Learning Mathematics Vocabulary.pdf