An evaluation of the readability of text and reinforcement of new vocabulary words in four mathematics series

The purpose of this study was to evaluate seventh and eighth grade textbooks from four mathematics series through the use of readability scores and the reinforcement of new vocabulary words. This was done to determine if a method could be developed which would help educators better evaluate mathematics series in order to select appropriate textbooks which match up well with the reading level of the students. The readability scores were calculated by using the Dale-Chall Readability Formula and the Kane Formula II for use with mathematics materials. The new vocabulary words introduced in the series were listed on an adapted form of the Worksheet for Analysis of Instructional Materials Beyond Readability Scales (Schindler, 1980). The reinforcements of the new vocabulary words were checked on the adapted Schindler worksheet. From the Dale-Chall corrected grade levels (CGL) used in this evaluation, five of the eight textbooks were seen as being written at a readability level which was more difficult than the proposed grade level. The Kane formula did not determine that any of the texts were significantly different in level of difficulty. The four mathematics series did not adequately reinforce the new vocabulary words listed in the introductory lessons. These findings point out the need for publishers as well as teachers to pay attention to the language of mathematics due to the impact which textbooks have upon the mathematics curriculum.