A Quantitative Study of Mathematical Vocabulary Use in Upper Elementary Classrooms

Dados Bibliográficos

ID9734015
AutoresZachary Himmelsbach (0000-0002-5444-0648, Harvard University, Cambridge, MA, autor correspondente), Heather Hill (0000-0001-5181-1573, Harvard University, Cambridge, MA), Jing Liu (0000-0002-0965-0320, University of Maryland College Park, College Park, MD), Dorottya Demszky (0000-0002-6759-9367, Stanford University, Stanford, CA)
Ano2025
Data de publicação2025-11-30
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x251393232
OpenAlexW4416841403
IdiomaEN
Referências citadas24

This study provides the first large-scale quantitative exploration of mathematical vocabulary use in upper elementary U.S. classrooms. Our approach employs natural language processing techniques to describe variation in teachers’ and students’ use of mathematical vocabulary in 1,657 fourth- and fifth-grade lessons in 317 classrooms in four districts over 3 years. Students’ exposure to mathematical vocabulary varies substantially across lessons and between teachers. Results suggest that teacher modeling, defined as the frequency of mathematical vocabulary in teacher talk, does not substantially cause students to uptake mathematical vocabulary but that teachers may encourage student use of mathematical vocabulary by means other than mere modeling or exposure. We find that teachers who more frequently model mathematical vocabulary use are more effective at raising student test scores

Mathematical model · Natural (archaeology · Test (biology · Variation (astronomy · Vocabulary · Vocabulary development · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Teaching Techniques · Reading and Literacy Development