Document Type



This study took place in an English language arts (ELA) and mathematics classrooms at a suburban junior high school in southeastern Massachusetts. Surveys indicated that mathematical problems elicit nervousness more often than reading assignments do, and mathematical vocabulary is harder for students to understand than vocabulary of other subject. This research focused on integrating reading comprehension-strategies of vocabulary integration, graphic organizers, and visual aids within a mathematics curriculum to combat student apprehension. The purpose of this study was to provide evidence-based, interdisciplinary mathematics and ELA lesson plans in alignment with Common Core Standards to a seventh grade algebra class. Pre-assessment results and field observation informed the development of six lesson plans integrating vocabulary, graphic organizers, and visual aids in correspondence with the curriculum map of the school district. Academic growth was determined by analyzing pre and post-test performance using a cross-comparative method. Anonymous student feedback, collected classwork, and photo documentation provided further evidence towards achievement of this research goal.


Mathematics and English

Thesis Comittee

Patricia Emmons (Thesis Director)

Sarah Thomas

Polina Sabinin

Copyright and Permissions

Original document was submitted as an Honors Program requirement. Copyright is held by the author.