Algebra vocabulary: Domain-specific language as a predictor of algebra skills

Many students are arriving on college campuses with a weakness in mathematics. An understanding of the variables involved in algebra/mathematics skill is a first step toward ameliorating this weakness. Some researchers have identified such variables as numerical computation, reasoning, motivation, and reading as related to algebra/mathematics skill. Other researchers have claimed that language is an important requisite for mathematics, concept formation, transfer of ideas, and development of a rich and well organized knowledge base. If this is true, then domain-specific algebra vocabulary should be a good predictor of algebra skill.;Results of this study, although they are limited to this group, indicate directions for further study with varying groups. If the relationship between algebra skill and algebra vocabulary proves to be consistent across groups, then teaching practices should take into account the need for stressing the teaching of vocabulary even in mathematics. Furthermore, the finding that domain-specific vocabulary is a variable affecting algebra skill, may impact on identification and remediation of individuals who are learning disabled. Many individuals who have difficulty in algebra may be language-disabled rather than mathematics-disabled.;In this study, a measurement of domain-specific algebra vocabulary was devised and administered to a group of college freshmen. Other variables measured were numerical computation, reasoning, reading vocabulary, reading comprehension, and academic self-efficacy. A forward multiple regression procedure was used and three variables were found to be predictors of algebra skill for this group: numerical computation, reasoning, and algebra vocabulary. Although total academic self-efficacy was not a good predictor of algebra skill, when the statements concerning mathematics were correlated with algebra skill, there were positive correlations found.