A Study of Integrating Vocabulary Instruction of Linear Equations in a Middle School
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Over the last decade, a recent shift in education requires students to do more in K-12 than numerical calculations; instead, students must utilize higher levels of thinking to analyze, process, and use problem-solving strategies to complete multi-step problems. This study looked at incorporating direct vocabulary instruction and word problem solving strategies in a small classroom of students declared as academically at-risk. The class was a group of 10 students that consistently performed below grade-level on standardized mathematics assessments. These students spent two weeks focusing on vocabulary and word problems involving linear equations. While the results are not conclusive, over have of the students in the class experienced growth either with quality of responses on assignments or on standardized assessments. The results have allowed me to consider planning more time for vocabulary instruction and teaching students how to break down multi-step words problems using reading strategies in mathematics.