| A quantitative method supplemented with interviews was used to explore the effects of a vocabulary-enhanced curriculum on student understanding of College Algebra. Twenty-nine students, enrolled in one section of College Algebra, formed the Vocabulary-Enhanced Group. They received mathematics instruction that supports a constructive learning perspective with an emphasis on the vocabulary of technical terms and symbolic notation. A language-rich environment was utilized to encourage students to use verbal-linguistic components to acquire conceptual and procedural understanding of College Algebra concepts. Forty-three students, enrolled in two sections of College Algebra, formed the Traditional Lecture Group. They received mathematics instruction in a traditional lecture approach in which vocabulary was presented informally---as is done in most mathematics classes. Quantitative results indicated that students from the Vocabulary-Enhanced Group achieved a better understanding (both procedural and conceptual) of the mathematics studied in College Algebra. Interview results indicated that students from the Vocabulary-Enhanced Group demonstrated greater facility in expressing their mathematical thoughts both orally and in writing. |
