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Research 

My research was to explore the affect that verbalization has while using key vocabulary words on the accuracy of solving math problems.  The main themes in my research included vocabulary, meta-cognition and of course verbalization.  In addition I sought out ways that others had approached feedback and incorporated peer and instructor feedback into the lessons.  My research included students recording their verbalization, then listening to their own and others while giving feedback. Students were assessed before the start of a new unit (diagnostic test), then after traditional direct instruction with individual and group practice, and lastly the post test was given after recording verbalization.
Background and Need
The subject of mathematics is taken commonly by all students in public schools and is heavily tested here in the United States and in countries around the world.  Math is also a subject that builds each year a student progresses in school and can be one of the most abstract concepts studied. Because of the specialized nature of the vocabulary used, coupled with the word problems that students see in standardized testing, math concepts can be difficult for students to understand.  Math is not only a subject that can heavily influence students acceptance into college, but is also foundational for understanding the world and becoming a successful adult.  

According to the 2018 statistics on the California Dashboard, students at Napa Valley Unified School District performed on average 66.3 points below standard on the mathematics assessment.  The state summary for just over 6 million students shows an average of 36.4 points below standard. This data shows a clear need for improved teaching strategies and a need to catch students up so they can be successful in future educational settings and in future careers and job pathways.  

The current thinking around students speaking and listening in secondary schooling can be connected to the concept of the 4 C’s, Communication, Critical Thinking, Collaboration, and Creativity of the 21st Century Skills movement.  When combining these 4 C’s within the arena of mathematics instruction there have been certain studies that indicate that communication, specifically verbal communication has a positive effect on students ability to solve math word problems.
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In classrooms and on state assessments across the country, students are required to explain their thinking and justify their answers in writing. For years, studies have been done to understand how using language and communicating is related to success and understanding math.  In order for students to be successful at writing about math, talking about math must be an integral part of the daily program (Silbey, 2003). There is a clear positive relationship between student communication and math understanding. Sufficient practices on finding solutions and explaining them through writing/drawing and verbal forms may assist students in expressing their own mathematical concepts and understanding others’ mathematical thought (Yang, Chang, Cheng & Chan, 2016).
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Design Process
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Support and Next Steps

Research Poster