How early mathematics interventions support mathematics vocabulary learning: A content analysis

Abstract

While there is a strong research base that supports intervening early in mathematics, research investigating the importance of mathematics vocabulary is still emerging. Practitioners and researchers may benefit from understanding how mathematics interventions support mathematics vocabulary acquisition, particularly for students who struggle with learning mathematics. Thus, the purpose of this study was to conduct a mathematics vocabulary content analysis across seven kindergarten and first‐grade mathematics interventions. Across the intervention lessons, we recorded suggested teacher and student actions related to mathematics vocabulary instruction. The results indicated the most common instructional strategies used to teach mathematics vocabulary include: providing students with the opportunity to apply the meaning of the vocabulary term (94.7%), using representations (66.4%), and asking students to respond to teacher prompts using the term (44.7%). Overall, 29.7% of lessons clearly defined vocabulary terms, and 5.8% of lesson objectives addressed teaching the definition of the term. We discuss implications for researchers and practitioners to supplement interventions with opportunities for students to learn, practise, and apply mathematics vocabulary.

Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments

“…This has implications for both parents and educators. For example, one study found that math interventions for early learners are often absent of explicit recommendations related to literacy integration, such as disciplinary vocabulary (Nelson & Carter, 2022). Thus, curriculum developers should more closely evaluate how to plan instruction that leverages literacy to promote math.…”

Effects of a First‐Grade Mathematics Vocabulary Intervention: A Pilot Study for Students with Mathematics Difficulty

“…Each lesson also included at least one of the following instructional strategies: (a) repetition of the word and word meaning; (b) opportunities to communicate verbally with other students using the word (e.g., using the word in a sentence); (c) identification of similar and opposite terms; (d) practice spelling the new word; and (e) applying the word meaning using equations, pictures, and physical manipulatives. To identify these instructional strategies, we referenced guidelines for teaching academic vocabulary (Monroe & Panchyshyn, 1995; Pierce & Fontaine, 2009; Riccomini et al, 2015), along with the results of a previous study that examined trends and gaps in how kindergarten and first–grade early numeracy intervention programs incorporated mathematics vocabulary (Nelson & Carter, 2020).…”

“…This struggle is problematic, given that understanding and applying mathematics vocabulary is necessary not only in solving word problems but also in communicating mathematical thinking in real–world settings (Pierce & Fontaine, 2009). While many researchers have emphasized the importance of mathematics vocabulary, it is not always explicitly taught within intervention lessons for students who receive supplemental support (Nelson & Carter, 2020). The efficacy of mathematics vocabulary interventions has not reached consensus, perhaps due to the relative lack of research in this area.…”

Addressing Language Diversity in Early Years Mathematics: Proposed Classroom Practices through a Live Brief Assessment

“…In this respect, the early years context is particularly significant. Research suggests that many socially disadvantaged children in early years are less likely to develop their spoken language and vocabulary [11], which makes early interventions essential to address issues around language skills and mathematics knowledge [12,13]. Nevertheless, there appears to be a research and practice gap in terms of how to prepare teachers to address language diversity in classrooms [14][15][16][17] to develop meaningful interventions.…”