The Developmental and Teacher-Related Mediating Effects of Mathematics Vocabulary Use on Algebra Learning

Abstract

Today, it is almost expected that students learn to precisely communicate their mathematical thinking. In fact, the CCSS stress the importance of precision when communicating with others (CCSSI, 2010). Due to this drive towards precise discourse, it is easy to lose sight of the original purpose for mathematical communication- to help students develop a better understanding of the mathematical concepts (NCTM, 2000). Self-explanation prompts are a common tool used to foster mathematical communication (Chi, 2000). Due to the increased popularity given to the use of self-explanation prompts, many have explored the mediating variables that may influence the effectiveness of this tool on student learning. Unfortunately, the effect of the precision of mathematics vocabulary used when responding has not yet been explored. Findings from this study support the use of both formal and informal expressions to explain a mathematical concept. The key is that students attempt to explain the concept- it does not seem to matter whether they do it formally or informally. The use of informal expressions may however allow the teacher to make a better judgment as to whether the student has a misunderstanding, since the correctness of informal expressions predict procedural knowledge, while the correctness of formal expressions do not. In addition, consistent attempts to use both formal and informal expressions is associated with higher self-explanation scores, and conceptual and procedural knowledge, suggesting that teachers should promote a consistent attempt to explains concepts, regardless of the type of language used. Finally, there is some evidence that the teachers' stress of the importance of precise terminology use influences students' actual use of this formal language.