Content-rich vocabulary instruction in mathematics for six-year-olds

Source abstract

Through this study, we aim to contribute to the discussion on the importance of systematically and deliberately implemented early vocabulary instruction in connection with subject teaching. The purpose was to develop knowledge regarding vocabulary instruction in mathematics during the Swedish preschool year, thereby advancing research on education for six-year-olds. The study examines whether—and if so, how—content-rich vocabulary instruction is implemented, based on a content analysis of video-recorded conversation-based mathematics lessons in 14 preschool-year settings. The findings indicate that the teaching of mathematical concepts, taken together, reflected content-rich literacy instruction. Teachers employed varied approaches—listening, leading, monitoring, responding, and guiding students’ thinking—and used child-friendly definitions and methods to introduce concepts, which are associated with content-rich vocabulary instruction and gains in vocabulary and comprehension. In light of the growing need to improve reading development among Swedish students—and a recent reform introducing formal schooling for six-year-olds—questions arise regarding the use of intentional and systematic instruction. Implications for planning and implementing systematic literacy instruction, as well as for teacher education and professional development, are discussed.