Quantifying Content-Specific Language Use and Classroom Dynamics in Elementary Math Education

Understanding academic language specific to subjects like mathematics is crucial for students to grasp domain knowledge. The ability to use mathematically accurate language is a key indicator of math mastery, yet research quantifying this relationship remains scarce. Traditional classroom observations, the main method for evaluating pedagogical practices, suffer from limitations in time efficiency and reliability. To address these challenges, this study applies Natural Language Processing (NLP) to analyze elementary math class transcripts from the National Center for Teacher Effectiveness (NCTE). It focuses on quantifying mathematical language use and its impact on classroom dynamics, revealing a significant link between mathematical language usage and classroom interactions, such as student engagement and teachers’ conversational uptakes.