@EdWorkingPaper{ai24-1029,
title = "A Quantitative Study of Mathematical Language in Upper Elementary Classrooms",
author = "Zachary Himmelsbach, Heather C. Hill, Jing Liu, Dorottya Demszky",
institution = "Annenberg Institute at Brown University",
number = "1029",
year = "2024",
month = "August",
URL = "http://www.edworkingpapers.com/ai24-1029",
abstract = {This study provides the first large-scale quantitative exploration of mathematical language use in upper elementary U.S. classrooms. Our approach employs natural language processing techniques to describe variation in teachersŐ and studentsŐ use of mathematical language in 1,657 fourth and fifth grade lessons in 317 classrooms in four districts over three years. StudentsŐ exposure to mathematical language varies substantially across lessons and between teachers. Results suggest that teacher modeling, defined as the density of mathematical terms in teacher talk, does not substantially cause students to uptake mathematical language, but that teachers may encourage student use of mathematical vocabulary by means other than mere modeling or exposure. However, we also find that teachers who use more mathematical language are more effective at raising student test scores. These findings reveal that teachers who use more mathematical vocabulary are more effective math teachers.},
}