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An Analysis of Mathematics Vocabulary Included in Elementary Textbook Glossaries

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Bibliographic Details
Title: An Analysis of Mathematics Vocabulary Included in Elementary Textbook Glossaries
Language: English
Authors: Elizabeth A. Stevens (ORCID 0000-0002-8412-1111), Mackenna Vander Tuin (ORCID 0009-0002-7027-0236), Sarah R. Powell (ORCID 0000-0002-6424-6160), Danielle O. Lariviere (ORCID 0000-0002-6170-4701)
Source: Grantee Submission. 2025.
Peer Reviewed: Y
Page Count: 53
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A230238
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Mathematics Instruction, Textbooks, Glossaries, Vocabulary, Elementary School Mathematics, Definitions, Translation, Visual Aids, Bilingualism
DOI: 10.1086/737872
Abstract: Teachers rely on mathematics textbook glossaries to select important terms to teach and how to define those terms. We do not currently have a common list of mathematics terms students need to know at each grade level in the U.S.; this study fills that void. We identified three commonly used, elementary mathematics curricula and coded glossaries for terms, definitions, Spanish translations, and visuals. We identified 866 unique terms students are expected to know by middle school. In this paper, we present high-priority terms that appeared in all three curricula, vertically-aligned terms that appeared in at least three consecutive grade levels, and recommended terms (i.e., high-priority and vertically-aligned terms). We also categorized terms as technical, subtechnical, symbolic, or general. We discuss implications for publishers on ways to improve textbook glossaries, particularly for students with mathematics difficulty and emergent bilinguals, and present recommendations for teachers to consider when using textbook glossaries. [This paper was published in "The Elementary School Journal" v126 n2 2025.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: ED680180
Database: ERIC
Description
Abstract:Teachers rely on mathematics textbook glossaries to select important terms to teach and how to define those terms. We do not currently have a common list of mathematics terms students need to know at each grade level in the U.S.; this study fills that void. We identified three commonly used, elementary mathematics curricula and coded glossaries for terms, definitions, Spanish translations, and visuals. We identified 866 unique terms students are expected to know by middle school. In this paper, we present high-priority terms that appeared in all three curricula, vertically-aligned terms that appeared in at least three consecutive grade levels, and recommended terms (i.e., high-priority and vertically-aligned terms). We also categorized terms as technical, subtechnical, symbolic, or general. We discuss implications for publishers on ways to improve textbook glossaries, particularly for students with mathematics difficulty and emergent bilinguals, and present recommendations for teachers to consider when using textbook glossaries. [This paper was published in "The Elementary School Journal" v126 n2 2025.]
DOI:10.1086/737872