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ERIC Number: ED414256
Record Type: RIE
Publication Date: 1997
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Graphic Organizers To Teach Vocabulary: How Does Available Research Inform Mathematics Instruction?
Monroe, Eula Ewing
This study reviewed the literature on graphic organizers to investigate effective ways to teach the vocabulary of mathematics, noting that mathematics is recognized as the most difficult content area reading material. The literature indicates that effective use of graphic organizers can help develop conceptual understanding by promoting student involvement and emphasizing deep processing of words. Graphic organizers serve as retrieval cues for information and facilitate higher level thinking. Researchers have found graphic organizers particularly effective for teaching technical vocabulary, though their use may require an existing schema for the concept under study. One research study combined a discussion model for understanding new words (Frayer, Frederick & Klausmeier, 1969) with Concept of Definition (Schwartz, 1988), a graphic form with similar features. Researchers implemented this adapted model with fourth graders in a measurement unit. When tested against a definition-only model, it effectively increased the use of mathematical vocabulary in student writing. Four issues needing further study are: (1) which research designs provide the best information regarding the efficacy of graphic organizers in teaching mathematics vocabulary; (2) which graphic organizers effectively teach mathematics vocabulary; (3) how graphic organizers compare to other methods of teaching mathematics vocabulary at various grade levels; and (4) what strategies best help teachers incorporate the use of graphic organizers into their instruction. (Contains 17 references). (SM)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A