This document discusses teaching etymology in the math classroom. It conducted a study where students took a pre-and post-assessment on math vocabulary. Before instruction, students scored low in defining terms. The teacher then spent 10-15 minutes daily reviewing math term posters that explained the roots and origins of words. After this instruction, students scored much higher on the post-assessment, showing they better understood the terms. The document concludes that teaching etymology and word parts increases student comprehension of math vocabulary.

1. {
Teaching Etymology
in the Math
Classroom
Coral Kennedy
EMSE 5315 Language Exploration Project
December 15th, 2014

2. Rationale / Purpose
How many minutes do you think a math teacher
spends teaching vocabulary?
Approximately _____ minutes of class5
Teaching students vocabulary, etymology, and the
parts of each word not only helps the students better
understand the content, it also gives them a
knowledge base that they can take into the “real
world” and even apply to other classes and subjects.

3. Vocabulary
• Etymology - a chronological account of the birth and
development of a particular word or element of a word, often
delineating its spread from one language to another and its
evolving changes in form and meaning
English
Subordinate
Latin
ordo
order
English
co-
“together”
Coordinate
“of the same rank”
Latin
ordinare

4. Vocabulary
un
• Root Word – central part of a word (holds key meaning)
reason able
• Prefix – placed at the beginning of a word, modifies meaning
• Suffix – placed at the end of a word, modifies meaning

5. Literature Review
“When students know these roots, they can make connections
between common English words with which they are familiar
and mathematics terms.” (Thompson, 573)
“Explaining the root meanings of the words we mathematicians
use makes for a better understanding of the mathematics we
teach .“ (Mulcrone, 184)
“Students who can apply this knowledge learn thousands and
thousands of words in the time it takes most to learn a dozen
words.” (Lorcher, Effective)

6. Procedures
Pre-Instruction Assessment:
• 10 Questions long
• Define / Explain each math term
• 10 – 15 minutes in the beginning of class
Instruction :
• Posters
• 10 – 15 minutes of reviewing the words on the posters
Post-Instruction Assessment:
• 10 Questions long
• Define / Explain each math term
• 10 – 15 minutes in the beginning of class

7. Class Posters

8. Class Posters

9. Class Posters

10. Pre-Instruction Assessment
0
10
20
30
40
50
60
Note: Students were awarded half credit for some questions if their
definition demonstrated a rudimentary understanding.
1
0.5
0

11. Pre-Instruction Assessment
1. Acute Angle
2. Nonlinear Function
3. Bisect
4. Percent
5. Decagon
6. Polygon
7. Divisor
8. Quadrant
9. Factor
10. Geometry
Small angle
I don’t know
I don’t know
%, out of 100
10 sides, I don’t know
Shape, I don’t know
Number you are dividing by
Box, I forgot
Numbers, I forgot
Shapes, Math, I don’t know
Questions Student Responses

12. Post-Instruction Assessment
0
5
10
15
20
25
30
35
40
45
50
1
0.5
0
Note: Students were awarded half credit for some questions if
their definition demonstrated a rudimentary understanding

13. Post-Instruction Assessment
1. Intersect
2. Addend
3. Octagon
4. Circumference
5. Perimeter
6. Equivalent
7. Fraction
8. Infinite
9. Diameter
10. Kilometer
To cut through, to cut across
A number added to another
8 sided shape
Around a circle
Distance around a shape, measure around
Things that are equal, equal
Part of a whole
Not ending, never stopping
Measure across
A thousand meters, a thousand measures
Questions Student Responses

14. Sample

15. Conclusions
Does teaching the etymology and word parts of common math
vocabulary increase student comprehension?
“It is right and reasonable to hope that kids can have a lifelong
engagement with at least one, hopefully several fields of
knowledge- and that they’ll pursue it through reading, for years
to come .” (Daniels, 11)

16. Resources
Daniels, H., & Zemelman, D. (n.d.). Subjects matter: Exceeding standards through powerful
content-area reading. 11-11.
etymology. (n.d.). Dictionary.com Unabridged. Retrieved November 13, 2014, from
Dictionary.com website: http://dictionary.reference.com/browse/etymology
Mulcrone, T. (1958). Teaching The Etymology Of Mathematical Terms. The Mathematics
Teacher, 51(3), 184-190.
Lorcher, T. (2012, January 17). Effective Strategies for Teaching Vocabulary. Retrieved
December 1, 2014, from http://www.brighthubeducation.com/middle-school-english-
lessons/6995-effective-strategies-for-teaching-vocabulary/
Thompson, D., & Rubenstein, R. (2000). Learning Mathematics Vocabulary: Potential Pitfalls
and Instructional Strategies. Mathematics Teacher, 93(7), 573. Retrieved December
1, 2014, from http://www.erusd.k12.ca.us/projectalphaweb/index_files/MP/Learning
Mathematics Vocabulary.pdf