Figure 1 shows a plot of the data, which consist of responses to the question “knowledge of how many mathematics terms is required by the end of grade 8?”

Interesting eh? Nice graph too! Made with Kaleidagraph 4.1 and exported to a png file.

Based on a few follow up emails I received, at least a few (four) of the respondents are interested in the “correct” answer. Well, according to Marzano the number of terms is about 420. This includes everything from an understanding of “even” and “odd” up to things like “histogram” and “exponential variation.”

So, four people were in the correct bin in the survey analysis and eight others were close. Most were not. Most guessed too low. This indicates to me that most teachers will probably underestimate the need for constant and formal teaching of the terms needed to understand mathematics through middle school. Memorize them! All of them! All 400+ of them! Starting in Kindergarten!

In inspecting the vocabulary list, I really don’t find anything to quibble with. Terminology is important, and I think more teachers will agree with me on that than perhaps would have a few years ago. I have in the past heard teachers say, “I don’t really focus much on the vocabulary.” That would be a mistake.

It is maddening to watch a student struggle with a concept because they don’t have a solid understanding of the words used to describe and explain the concept. It’s unnecessarily difficult to find the product of 56 and 3 when you don’t exactly remember what a product is.

You know what’s sad (and really frustrating)? I really do stress vocabulary in class, but at the end of the year, no matter how many times they have heard it, no matter how many times they have been asked to review notes before a quiz, no matter how many times they have heard other students answer the simple question. “What is a product?” there will be some that still don’t know.

Feynman with Drums. If you have not read any of his popular books, I highly recommend them.

At a recent district-level meeting, a packet of suggested (required?) mathematics terms was handed out. According to this packet, students needed to know these terms to be able to functional in mathematics. How many words do you suppose are needed to speak the language of math by the end of Grade 8? 50? 100? 200?

According the student Notebook  for Building Student Vocabulary (Marzano and Pickering, 2008) there are… STOP! Before I reveal the answer, please take a moment to participate in this simple 2-click poll at Math Evil (I couldn’t get the poll script to work properly from within this post). The “correct” answer will be given after there are enough data to make it interesting.