Report
A Quantitative Study of Mathematical Language in Upper Elementary Classrooms. EdWorkingPaper No. 24-1029
| العنوان: | A Quantitative Study of Mathematical Language in Upper Elementary Classrooms. EdWorkingPaper No. 24-1029 |
|---|---|
| اللغة: | English |
| المؤلفون: | Zachary Himmelsbach, Heather C. Hill, Jing Liu, Dorottya Demszky, Annenberg Institute for School Reform at Brown University |
| المصدر: | Annenberg Institute for School Reform at Brown University. 2024. |
| الاتاحة: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Peer Reviewed: | N |
| Page Count: | 46 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Elementary School Mathematics, Mathematics Instruction, Mathematics Education, Grade 4, Grade 5, Language Usage, Speech Habits, Jargon, Minority Group Students, Teaching Methods, Mathematical Linguistics |
| مستخلص: | This study provides the first large-scale quantitative exploration of mathematical language use in upper elementary U.S. classrooms. Our approach employs natural language processing techniques to describe variation in teachers' and students' use of mathematical language in 1,657 fourth and fifth grade lessons in 317 classrooms in four districts over three years. Students' exposure to mathematical language varies substantially across lessons and between teachers. Results suggest that teacher modeling, defined as the density of mathematical terms in teacher talk, does not substantially cause students to uptake mathematical language, but that teachers may encourage student use of mathematical vocabulary by means other than mere modeling or exposure. However, we also find that teachers who use more mathematical language are more effective at raising student test scores. These findings reveal that teachers who use more mathematical vocabulary are more effective math teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | ED660932 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |