ERIC Number: ED210637
Record Type: RIE
Publication Date: 1981-Dec
Reference Count: 0
Vocabulary Instruction in Mathematics: Do the "Little" Words Count?
A study was conducted to determine whether vocabulary instruction in the "little" words would enhance children's performance on mathematical word problems. Thirty-eight fourth, fifth, and sixth grade students were pretested in mathematics computation and were assigned to experimental or control groups. The control groups received drill in basic addition, subtraction, multiplication, and division facts while the experimental groups received instruction in the meanings of 50 vocabulary words, such as "the,""is,""page,""number," and "do." The meanings of the vocabulary words were discussed and recorded, and occasionally a game was played to reinforce the word meanings. At the end of three weeks all students were posttested and the pretest-posttest scores were compared for the entire group. Comparison scores indicated that the students as a whole made significant gains. When posttest scores for the experimental and control groups were compared, no significant differences were found, although the mean of the experimental group was 3.6 months higher than that of the control group. Drill on basic addition, subtraction, multiplication, and division facts was no more effective in improving mathematics computation than was vocabulary instruction. (A list of the 50 "little" vocabulary words and their meanings is included.) (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Word Problems
Note: Paper presented at the Annual Meeting of the American Reading Forum (2nd, Sarasota, FL, December 10-12, 1981).