Exploring Vocabulary  Acquisition in

Seventh Grade Math 

Ashley M. Fenn

A Need For Effective Vocabulary Instruction

• No Child Left Behind • Goal for all students to meet proficiency on state

tests • Link between vocabulary instruction and reading

comprehension • School Improvement Plans   

What the Research Suggests

• Embedded and Small Group Instruction • Post-Graphic Organizer

 • Daily Vocabulary Instruction

 • Concept Definition Map

 • Frayer Model

    • Interactive Word Wall

Mulvane Middle School • Approximately 436 Students

 • Approximately 40 teachers

 • 93.9% Caucasian

 • 1.1% African American

 • 3.4% Hispanic

 • 1.6% Other

 • 20% Economically Disadvantaged

 • 10% Disabled

How Can We Improve?  • School Improvement Plan (SIP)

o Quality Performance Assessment (QPA) Committeeso Analyze Datao Determine Improvement Areas

 • MMS 2008-2009 SIP

o Reading Reading Comprehension

Tool: Graphic Organizerso Math

Computation Tool: Spiraled Weekly Mini-Lessons

o All Curriculum Areas Vocabulary Development

Tool: Graphic Organizers, Cross-Curricular Vocabulary Use

Participants:A Seventh Grade Math Class

 • 16 Students

o 7 Boyso 9 Girls

 • Age Range

o  12 to 14  • Race

o 1 Hispanico 15 Caucasian

• No Special Needs Students

 • 1 English Language

Learner • 4 Economically

Disadvantaged • Various Academic

Abilities

The Goal

• Meet or Exceed 80% Proficiency • Incorrect Responses on Posttests

o Write term's definition o Provide at least 2 exampleso Conference with teacher o Discuss misconceptionso Questioning

 

VocabularyTraditional Strategy

 • quadrant•  x-axis•  positive integer•  graph•  ordered pair•  coordinate plane•  integer•  y-coordinate•  absolute value•  y-axis•  negative integer•  origin•  x-coordinate

Research-Based Strategy 

•  area•  formula•  ratio•  equivalent fractions•  percent•  simplest form•  perimeter•  linear equation•  two-step equation•  prime number•  greatest common factor•  composite number

The Traditional Strategy

• Pretest• Basic Graphic Organizer

o Page number o Definitiono Example

• Posttest

The Research-Based Strategy:The Concept Definition Map

 • Pretest• Concept Definition Map

o Braintstorm examples Choose 3 examples

o Similarities or properties of the examples Choose 4 properties

o Identify categories Choose 1 category

o Create definition• Posttest

Assessment Tools

Traditional Strategy• Pretest• Posttest

Research-Based Strategy• Pretest• Posttest• Field Notes

o Observationso Interviews

Traditional Strategy Results• Posttest

o Lowest Score 62%

o Highest Score 100%

• Gainso Smallest Gain

8%o Greatest Gain

100%o All students increased score from pre to posttesto Not all met proficiency

5 students did not meet proficiency

Traditional Strategy: Results Analysis

• Unsuccessful in meeting proficiency goal • All students improved scores

 • Possible Causes

o Definitions on organizer vs. posttesto Need for exampleso Timeo Differences in learning styleso Lack of meaningful connectionso Number of terms learned

 

Research-Based Strategy ResultsPosttest• Lowest Score

o 52%• Highest Score

o 100% • Gains

o Smallest Gain 9%

o Greatest Gain 75%

o All students increased score from pre to posttesto Not all met proficiency

6 students did not meet proficiency

Research-Based Strategy: Results Analysis

• Unsuccessful in meeting proficiency goal • All students improved scores

 • Possible Causes

o Definitions on organizer vs. posttesto Number of terms learnedo Timeo Differences in learning styles

Field Notes Summary • Observations

o Student engagement Provided suggestions and examples Actively engaged

o Student use of background knowledgeo Breaking down of terms o Association of terms

Identifing common properties Make connections

• Interviewso Preferred research-based to traditional strategyo Additional information aided in learning new termso Making more connections with terms o Required more inquiry and thought

A Comparison Of The Results

Traditional Strategy   

• 11 of 16 students met proficiency 

• Average gain score was 40%

• 8 of 16 students had a larger gain score  

Research-Based Strategy • 10 of 16 students met

proficiency• Average gain score was

42%• 8 of 16 students had a

larger gain score

Strategy Comparison: Results Analysis

• Minimal difference in achievement • 2% increase in average gain score per student

using research-based strategy • Both strategies were successful in improving

vocabulary • Neither strategy met the proficiency goal

What Does This Mean?

• Need for further research • Need for modification in methodology • Differentiation

oStudent needsoMay need various strategies

Recommendations

• Examine how specific strategies affect individual students

 • Self-created graphic organizers

 • Fewer terms

 • Examples on pre and posttests

 • Longer research period

 

References

• FOR-PD's reading strategy of the month: Concept Definition Map. (2004, April). Florida online reading professional development. Retrieved September 20, 2008, from University of Central Florida Website: http://forpd.ucf.edu/strategies/stratMap.html

• Lucas, C. A., & Goerss, B. L. (2007, Winter). Using a   post-graphic organizer in the     mathematics classroom. Journal of Reading Education, 32(2), 26-30. Retrieved October25, 2008, from http://vnweb.hwwilsonweb.com.proxy.wichita.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=E42RIUUE0BY3FQA3DINCFF4ADUNGIIV0 

• Trochim, W. M. K. (2008). Qualitative Methods. Retrieved November 5, 2008, from http://www.socialresearchmethods.net/kb/qualmeth.php