The Use of Vocabulary in an Eighth Grade Mathematics Classroom: Improving Usage of Mathematics Vocabulary in Oral and Written Communication

In this action research study of my mathematics classroom of eighth grade students, I investigated the use of mathematics vocabulary by focusing on improving the usage of this vocabulary in both oral and written communication. I discovered oral communication tended to show more improvements compared to written communication done by the same group of students. As a result of this research, I plan to continue to focus my teaching on the use of mathematics vocabulary in an effort to help my students gain a greater understanding of the daily use of that vocabulary.

Oral and Written Communication in Classroom Mathematics

In this action research study of my classroom of sixth grade mathematics, I investigated the impact of an increase in student oral and written communication on student level of understanding and student self-confidence. I also investigated the changes in my teaching as I increased opportunities for student oral and written communication of mathematics. While I discovered that student level of understanding was not necessarily increased if written communications were increased, I did find that there seemed to be a rise in student level of self-confidence and understanding throughout the course of the research project due to an increase in oral communication. Additionally, my intentions as a teacher were to become less dominating as communication was increased, but the opposite occurred. As a result of this research, I plan to continue to allow oral discourse to take place in my classroom much like it has in the past.

Efficacy of Oral and Parenteral Routes of Mycobacterium bovis Bacille Calmette-Guerin Vaccination Against Experimental Bovine Tuberculosis in White-Tailed Deer (Odocoileus virginianus): A Feasibility Study

We investigated the efficacy of oral and parenteral Mycobacterium bovis bacille Calmette-Guerin Danish strain 1331 (BCG) in its ability to protect white-tailed deer (Odocoileus virginianus) against disease caused by M. bovis infection. Twenty-two white-tailed deer were divided into four groups. One group (n=5) received 109 colony-forming units (cfu) BCG via a lipid-formulated oral bait; one group (n=5) received 109 cfu BCG in culture directly to the oropharynx, one group (n=6) was vaccinated with 106 cfu BCG subcutaneously, and one group served as a control and received culture media directly to the oropharynx (n=6). All animals were challenged 3 mo after vaccination. Five months postchallenge the animals were examined for lesions. Results indicate that both oral forms of BCG and parenterally administerd BCG offered significant protection against M. bovis challenge as compared to controls. This study suggests that oral BCG vaccination may be a feasible means of controlling bovine tuberculosis in wild white-tailed deer populations.

Mathematical Communication through Written and Oral Expression

In this action research study of my classroom of sixth grade mathematics, I investigated the use of communication of mathematics through both written and oral expression. Giving my students the opportunity to communicate mathematics both in writing and orally helped to deepen the students’ understanding of mathematics. The students’ levels of comprehension were increased when they were presented with a variety of instructional methods. Through discussion and reflection the students were able to find methods that worked best for them and their learning ability. Students’ understanding increased from probing questions that made the students reflect and re-evaluate their solutions. This learning took place when students were made aware of different solutions or ways of doing things from the class discussions that were held. I discovered that when students are challenged to express their thinking both in writing and orally, the students found that they could communicate their thinking in a new way. Some of my students were only comfortable expressing their thoughts in one of the two ways but by the time the project was completed, they all expressed that they enjoyed both ways, and maybe changed the original way they preferred doing mathematics. As a result of this research, I will continue to require students to communicate their thinking and reasoning both in writing and orally.