Mathematical vocabulary: A look back to make meaning of the present and the future

dc.contributorDaniel Pearce
dc.creatorSalinas, Shere L.
dc.date2017-01-02T14:06:16Z
dc.date2017-01-02T14:06:16Z
dc.date2016-08
dc.date.accessioned2018-01-22T22:23:54Z
dc.date.available2018-01-22T22:23:54Z
dc.descriptionA dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOPSOPHY in CURRICULUM & INSTRUCTION from Texas A&M University-Corpus Christi in Corpus Christi, Texas.
dc.descriptionThis dissertation researched the body of scholarly work that addresses mathematical vocabulary in the United States in order to identify trends, major topics, and gaps in the research that have not been previously explored, which define the field. The body of work extends from the initial book by Davies and Peck (1855), Mathematical Dictionary and Cyclopedia of Mathematical Science, to the present day. The research methodology included historical analysis combined with a case study. The historical analysis examined the 126 scholarly works found as a result of an exhaustive search of all works addressing mathematical vocabulary in the United States. The case study involved four participants who were active mathematics education professors at the time of the study. The case study determined the views of current mathematics education vocabulary experts, how they interpreted and made meaning from the history of the field, and how they situated their works into the field of mathematical vocabulary. This study examined the historical analysis and the case study separately, and then in combination. Several major themes emerged from this research, including mathematical vocabulary implications that address instructional strategies, issues with English language learners, and discourse. These dominant themes arose from both the historical analysis and case study. The researcher defined the field of mathematical vocabulary, including the major categories and themes of scholarly works, and has thus created a foundation for future scholarly endeavors. The results of this study provide a clear map of the gaps in the research and offer future researchers a treasure of research opportunities. This study also serves as a rich source of information for practitioners seeking insight into the teaching of mathematical vocabulary. An abundance of works exist that pertain to instructional strategies for addressing the needs of English language learners.
dc.descriptionEducational Leadership, Curriculum & Instruction
dc.descriptionCollege of Education and Human Development
dc.identifierhttp://hdl.handle.net/1969.6/703
dc.identifier.urihttp://hdl.handle.net/1969.6/703
dc.languageen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.
dc.subjectcase study
dc.subjecthistorical analysis
dc.subjectMathematical vocabulary
dc.subjectmath vocabulary history
dc.subjectvocabulary
dc.titleMathematical vocabulary: A look back to make meaning of the present and the future
dc.typeText
dc.typeDissertation

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