Exploring Vocabulary Acquisition in Seventh Grade Math

1. Exploring Vocabulary  Acquisition in Seventh Grade Math Ashley M. Fenn

2. A Need For Effective Vocabulary Instruction • No Child Left Behind • Goal for all students to meet proficiency on state tests • Link between vocabulary instruction and reading comprehension • School Improvement Plans 

3. What the Research Suggests • Embedded and Small Group Instruction • Post-Graphic Organizer • Daily Vocabulary Instruction • Concept Definition Map • Frayer Model • Interactive Word Wall

4. Mulvane Middle School • Approximately 436 Students • Approximately 40 teachers • 93.9% Caucasian • 1.1% African American • 3.4% Hispanic • 1.6% Other • 20% Economically Disadvantaged • 10% Disabled

5. How Can We Improve? • School Improvement Plan (SIP) • Quality Performance Assessment (QPA) Committees • Analyze Data • Determine Improvement Areas • MMS 2008-2009 SIP • Reading • Reading Comprehension • Tool: Graphic Organizers • Math • Computation • Tool: Spiraled Weekly Mini-Lessons • All Curriculum Areas • Vocabulary Development • Tool: Graphic Organizers, Cross-Curricular Vocabulary Use

6. No Special Needs Students • 1 English Language Learner • 4 Economically Disadvantaged • Various Academic Abilities Participants:A Seventh Grade Math Class 16 Students 7 Boys 9 Girls Age Range  12 to 14 Race 1 Hispanic 15 Caucasian

7. The Goal Meet or Exceed 80% Proficiency Incorrect Responses on Posttests Write term's definition Provide at least 2 examples Conference with teacher Discuss misconceptions Questioning

8. Traditional Strategy quadrant  x-axis  positive integer  graph  ordered pair  coordinate plane  integer  y-coordinate  absolute value  y-axis  negative integer  origin  x-coordinate Research-Based Strategy  area  formula  ratio  equivalent fractions  percent  simplest form  perimeter  linear equation  two-step equation  prime number  greatest common factor  composite number Vocabulary

9. The Traditional Strategy • Pretest • Basic Graphic Organizer • Page number • Definition • Example • Posttest

10. The Research-Based Strategy:The Concept Definition Map • Pretest • Concept Definition Map • Braintstorm examples • Choose 3 examples • Similarities or properties of the examples • Choose 4 properties • Identify categories • Choose 1 category • Create definition • Posttest

11. Research-Based Strategy • Pretest • Posttest • Field Notes • Observations • Interviews Assessment Tools Traditional Strategy Pretest Posttest

12. Traditional Strategy Results • Posttest • Lowest Score • 62% • Highest Score • 100% • Gains • Smallest Gain • 8% • Greatest Gain • 100% • All students increased score from pre to posttest • Not all met proficiency • 5 students did not meet proficiency

13. Traditional Strategy: Results Analysis • Unsuccessful in meeting proficiency goal • All students improved scores • Possible Causes • Definitions on organizer vs. posttest • Need for examples • Time • Differences in learning styles • Lack of meaningful connections • Number of terms learned

14. Research-Based Strategy Results Posttest • Lowest Score • 52% • Highest Score • 100% • Gains • Smallest Gain • 9% • Greatest Gain • 75% • All students increased score from pre to posttest • Not all met proficiency • 6 students did not meet proficiency

15. Research-Based Strategy: Results Analysis • Unsuccessful in meeting proficiency goal • All students improved scores • Possible Causes • Definitions on organizer vs. posttest • Number of terms learned • Time • Differences in learning styles

16. Field Notes Summary • Observations • Student engagement • Provided suggestions and examples • Actively engaged • Student use of background knowledge • Breaking down of terms • Association of terms • Identifing common properties • Make connections • Interviews • Preferred research-based to traditional strategy • Additional information aided in learning new terms • Making more connections with terms • Required more inquiry and thought

17. Research-Based Strategy • 10 of 16 students met proficiency • Average gain score was 42% • 8 of 16 students had a larger gain score A Comparison Of The Results Traditional Strategy   11 of 16 students met proficiency  Average gain score was 40% 8 of 16 students had a larger gain score

18. Strategy Comparison: Results Analysis • Minimal difference in achievement • 2% increase in average gain score per student using research-based strategy • Both strategies were successful in improving vocabulary • Neither strategy met the proficiency goal

19. What Does This Mean? • Need for further research • Need for modification in methodology • Differentiation • Student needs • May need various strategies

20. Recommendations • Examine how specific strategies affect individual students • Self-created graphic organizers • Fewer terms • Examples on pre and posttests • Longer research period

21. References • FOR-PD's reading strategy of the month: Concept Definition Map. (2004, April). Florida online reading professional development. Retrieved September 20, 2008, from University of Central Florida Website: http://forpd.ucf.edu/strategies/stratMap.html • Lucas, C. A., & Goerss, B. L. (2007, Winter). Using a   post-graphic organizer in the     mathematics classroom. Journal of Reading Education, 32(2), 26-30. Retrieved October25, 2008, from http://vnweb.hwwilsonweb.com.proxy.wichita.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=E42RIUUE0BY3FQA3DINCFF4ADUNGIIV0  • Trochim, W. M. K. (2008). Qualitative Methods. Retrieved November 5, 2008, from http://www.socialresearchmethods.net/kb/qualmeth.php