A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty.

This systematic review examines the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K–12. Synthesizing nine studies published between 1990 and 2022, the review found that explicit and intensive vocabulary instruction, especially when integrated with relevant mathematics content, improves students' mathematics vocabulary knowledge. Evidence was strongest for benefits in higher-level mathematics reasoning tasks such as word-problem solving, where vocabulary instruction combined with schema-based interventions enhanced performance beyond mathematics instruction alone. Methodological rigor across studies was generally acceptable, though implementation fidelity reporting varied. The review highlights promising instructional practices including explicit definitions, multiple exposures, practice opportunities with feedback, and use of visuals or manipulatives, while noting the need for further research on vocabulary instruction effects for older students and foundational mathematics skills.