Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
The purpose of this research was to explore the effects of explicit academic vocabulary instruction in mathematics on English language learners’ understanding of mathematics concepts. The study took place in a third-grade classroom, where 50% of the students were English language learners. Data collection methods included pre- and post assessments, student self-assessment ratings, teacher reflections, and student discussion questions. Results of the study indicated positive increases in assessment scores for students at all levels of English language proficiency. Going forward, the teacher researcher will continue to use vocabulary journals, discussions, activities, and games in her classroom to provide multiple opportunities for her students to practice the academic vocabulary in mathematics. Future research topics include strategies to further support level 1 English language learners in the classroom.
Sasse, Emily M.. (2016). Teaching Academic Vocabulary in Mathematics to English Language Learners. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/129