ERIC Number: EJ1217301
Record Type: Journal
Publication Date: 2019-Apr
Addressing Misconceptions in Algebra 1
Stegall, Joanna B.; Malloy, Jacquelynn A.
Mathematics Teacher, v112 n6 p450-454 Apr 2019
The ties between literacy and numeracy exist in the development of vocabulary and language for understanding mathematical concepts. Research indicates that explicit instruction in mathematics vocabulary supports success with mathematics problem solving (Biemiller 2009; Pierce and Fontaine 2009; Rubenstein and Thompson 2002) for native English-speaking students as well as emergent bilingual students and is one of the most powerful tools for raising mathematics understanding and achievement (Gifford and Gore 2008; Marzano 2004). A classroom/university partnership sought to address misconceptions of vocabulary words and how clarifying students' understandings of vocabulary words could apply to solving problems in an algebra 1 classroom. The various instructional activities described in the article were designed to develop mathematical literacy through the use of vocabulary lessons and meaningful discussions related to an understanding of algebraic concepts.
Descriptors: Misconceptions, Mathematics Instruction, Algebra, Mathematics, Vocabulary, Numeracy, Problem Solving, College School Cooperation, Partnerships in Education, Mathematics Achievement, Mathematics Teachers, Vocabulary Development, Grade 10, Secondary School Mathematics, High School Students
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Grade 10; High Schools; Secondary Education
Authoring Institution: N/A