Differential relations of mathematics vocabulary and academic skill performance in middle school

One barrier to students' success in mathematics is misunderstanding mathematics vocabulary (MV), which may be particularly pronounced in middle school when students encounter hundreds of terms. We administered a MV measure to 305 students in Grades 6 ( n = 145) and 8 ( n = 160) to examine their accuracy in identifying MV terms and performance patterns. Grade 8 students scored higher than Grade 6 students, but no student answered all MV items correctly. We also explored how MV related to general vocabulary, reading fluency, and pre-algebraic reasoning skills across the MV score distribution. Associations with MV understanding were significant for the overall sample; differential relations emerged within and between grade levels. Scores on word reading fluency and Quantity Comparison measures showed distinct associations, whereas general vocabulary and Missing Number scores accounted for the most variance in MV knowledge across grades. Findings from this exploratory study are discussed in relation to prior research and middle-school MV instruction.