How can we improve mathematical vocabulary comprehension that will allow students to develop higher-order levels of learning?

Abstract

The style of the mathematics GCSE examinations in England is changing under the new reform (Department for Education, 2013a), which promises to test in problem-solving and worded contexts to a greater degree. This will undoubtedly present a barrier for many students due to the increased need to understand and use mathematical vocabulary. During this enquiry, I aimed to find a teaching strategy that would help students to learn mathematical vocabulary, and so enabling them to access higher-order levels of learning in preparation for the new exams. The strategy used was the Frayer Model, implemented for a 6-week period with a class of 15 participants. Results from pre- and post-instruction testing were analysed, along with the results from a control class. The class who received the instruction showed clear improvements over the control class, however the model appeared to be less effective with those participants with a lower reading age. Also, the questionnaires highlighted that those who were more engaged with the model generally experienced greater improvements in their understanding of mathematical vocabulary in the test.