NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1171003
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1057-3569
Attending to Precision: Vocabulary Support in Middle School Mathematics Classrooms
Livers, Stefanie D.; Elmore, Patricia
Reading & Writing Quarterly, v34 n2 p160-173 2018
Mastery of language is critical to the mastery of content in middle school content area classrooms. In order to comprehend the disciplinary-specific texts that they encounter in their social studies, language arts, science, and mathematics classrooms, students must be literate in the content area vocabulary that is specific to those disciplines. Otherwise, specialized content area language may pose a barrier to student comprehension of content. Therefore, middle school teachers hold the dual responsibility of not only teaching their content but thoughtfully engaging their students with content area language during instruction. In this descriptive observational study, we explore the language support and focus in 1 middle school's mathematics classrooms. We observed a total of 4 teachers and classrooms over a month-and-a-half time period.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A