Unfamiliar vocabulary words often pose a significant challenge for students when they encounter math problems. A strong grasp of mathematical terminology is crucial for students to excel in this subject. Providing readily accessible vocabulary definitions serves as a powerful tool to break down this barrier, enabling students to quickly comprehend and master unfamiliar words.
According to the National Reading Panel Report (NICHD, 2000), vocabulary is one of the five key components of effective reading instruction. Vocabulary acquisition is important for word recognition, comprehension, and using written information to learn about new concepts (i.e., “reading to learn; Baker et al., 1995), particularly in areas with specialized vocabulary. Because math language is often highly technical, and has content-specific words as well as those that have a particular meaning when used in math (Moje, 2015; Schleppegrell, 2007), it is important for students to have access to supports that can help them familiarize themselves with mathematical terms.
In many classrooms, there are word walls or dictionaries where students can access important words and their meanings.These can be helpful, but sometimes they make students stop what they're doing to look up words, which can lead to getting off track. in math, some words have multiple meanings, so if a student looks up a word in a different way, they might not get the right meaning for their math problem. Mathia's built-in vocabulary supports help limit these distractions and misinterpretation.
The Glossary is available throughout the software. It contains a list of definitions and examples for key mathematical terms used throughout the curriculum.
The Glossary is automatically opened when you click on any of the linked key terms on the page. For example, selecting the link y-intercept opens the Glossary entry for y-intercept as shown.
You will also find key terms linked in Hints.
A Key Terms box may be found on the problem page.
The National Reading Panel Report emphasizes that:“Vocabulary should be taught directly even though a great deal of vocabulary is learned indirectly. Effective vocabulary instruction includes teaching new words directly by providing explicit, clearly written definitions and well-chosen examples and nonexamples, as well as helping students learn words indirectly by teaching word-learning strategies students can use to learn words on their own.” (NICHD, 2000)
Given this, students cannot rely solely on generalized reading comprehension strategies applied to math (i.e., using context clues), particularly because there is not always sufficient context in math word problems (Chan, 2015). While such strategies may offer some support, students also need access to high-quality definitions.
Repeated engagement with and exposure to vocabulary can also support language acquisition for multilingual learners (Chan 2015).
Additionally, having words read aloud to students can enhance their learning of new vocabulary; thus, access to the glossary terms and text-to-speech functionality provides multiple layers of support (Chun, 2001).
What is the potential impact: Unfamiliar vocabulary words can present a barrier for students when they are reading math problems. If students come to a word they do not understand they may misinterpret the meaning of what the problem is asking, resulting in a missed learning opportunity, as well as an incorrect answer. Easy access to vocabulary definitions minimizes this barrier so that students can learn unfamiliar words. Additionally, glossary definitions in MATHia provide the definition of the term, as well as examples, which may help activate students’ prior knowledge.
Representation, checkpoint 2.1 (Clarify vocabulary and symbols).: The UDL principle of representation focuses on how learners perceive and comprehend information. Specifically, checkpoint 2.1 emphasizes the importance of clarifying vocabulary and symbols because comprehension of words and symbols will vary significantly depending on learner background, language, and lexical knowledge. A best practice for accessibility is to embed vocabulary supports (such as hyperlinked definitions) that are easily accessible and, when possible, accompanied by examples and alternate representations (i.e., visuals).
Action and Expression, checkpoint 4.2 (Optimize access to tools and assistive technologies): The UDL principle of action and expression reminds us that learners vary in how they navigate and demonstrate their learning. Checkpoint 4.2 highlights that providing a tool alone is insufficient. In this case, students not only need to know that the glossary is available, but have multiple options for accessing definitions (e.g., key terms boxes, inline hyperlinks)
