Core Curriculum Math Glossary

Non-standard terminology is often a feature of materials marketed as designed to make math more accessible to minorities and women, groups defined as having a different learning style than white males. If some children are learning “take-away” to define subtraction, they are not prepared to demonstrate their ability on a test that uses the term “minus”. This is one of the many reasons why we need to take a creative look at classrooms where no students make AYP (Annual Yearly Progress). In the face of wholesale failure, there is a greater likelihood that systemic changes for the better can be identified.

New Jersey Core Curriculum Math Standards need to include a glossary that is linked to a mechanism for identifying non-standard terminology in educational materials that are mandated as well as educational materials that are locally selected. Publication of this glossary on the internet can involve parents and educators in the process of evaluating educational materials and making progress towards the day when all students will be taught the same terminology that is consistent with the language and definitions used in assessments.

Language is taking on a greater role in math testing through reliance on word problems in math assessments. Math ability can be disguised by limitations in language skills. The large numbers of students with English language issues should suggest a role for a test, or portion of a test, that utilizes universally recognized symbols with as few words as possible.

If the state does not have the resources to audit the content of educational programs being used, the process can be handled by an interactive website that allows parents, students, teachers and academics to report deviations in concepts and usage that can then be officially addressed. This enables people to be constructive parts of the solution while encouraging the evaluation of educational materials, instead of blind acceptance.

Deborah Dowe