Project MVP: Improving Third Grade Students’ Math Vocabulary and Word-Problem Solving

Elizabeth Stevens · December 4, 2020 ·

Funding from:

Georgia State University Center for Research on the Challenges of Acquiring Language and Literacy Seed Grant Program
Georgia State University Cleon C. Arrington Research Initiation Grant Program

Background

In typical mathematics instruction, students may learn to solve word problems by using keywords (e.g., more means you should add). The use of keywords can be problematic because students tie operations (add, subtract) to key words without thinking about the problem as a whole. For example:

7 birds were in the tree and 4 flew away. Then 2 more flew away. How many birds are still in the tree?

Students might see the word ‘more’ and add 7 + 4 + 2 without recognizing this is a change decrease problem, and the correct equation is 7 – 4 – 2 = X.

Aim

The purpose of this study is to develop vocabulary lessons on important word-problem terms or phrases to help students solve the problem without using keywords.

We will test the effects of embedding math vocabulary instruction within a small group, word-problem solving intervention for third-grade students with math difficulty. Up to 90 third graders with MD will participate in the project. Students will be randomly assigned to one of three conditions:

Word-problem solving intervention alone (WP)
Word-problem solving intervention with vocabulary instruction (WP+V)
Business-as-usual instruction (BAU)

Students in the WP condition will receive 30 virtual intervention lessons on solving word problems. Students in the WP+V condition will receive the same 30 virtual intervention lessons on word-problem solving, but they will also receive vocabulary instruction on important terms and phrases found in word problems.

Read more about this project here: https://news.gsu.edu/2020/09/24/stevens-receives-funding-to-support-mathematics-vocabulary-instruction/

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