Using a Vocabulary Map Routine to Explicitly Teach Mathematics Vocabulary.
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| Title: | Using a Vocabulary Map Routine to Explicitly Teach Mathematics Vocabulary. |
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| Authors: | Stevens, Elizabeth A.1 (AUTHOR) lizstevens@ku.edu, Mowbray, Megan H.2 (AUTHOR) |
| Source: | Teaching Exceptional Children. Nov2024, Vol. 57 Issue 2, p138-148. 11p. |
| Subject Terms: | *Common Core State Standards, *Middle school teachers, *Mathematics education, *Learning disabilities, *Special education teachers, Mathematical notation |
| Abstract: | The article discusses the importance of teaching mathematics vocabulary to students with learning disabilities in mathematics. It highlights the challenges students face in understanding math language and provides a vocabulary map routine to explicitly teach math terms. The routine includes steps to introduce the term, use visual illustrations, practice applying the term, and identify related words. Research shows that students who received vocabulary instruction along with word-problem schema intervention outperformed those who did not. The article emphasizes the significance of teaching math terms to enhance students' understanding of math content and improve their performance in word-problem solving. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article discusses the importance of teaching mathematics vocabulary to students with learning disabilities in mathematics. It highlights the challenges students face in understanding math language and provides a vocabulary map routine to explicitly teach math terms. The routine includes steps to introduce the term, use visual illustrations, practice applying the term, and identify related words. Research shows that students who received vocabulary instruction along with word-problem schema intervention outperformed those who did not. The article emphasizes the significance of teaching math terms to enhance students' understanding of math content and improve their performance in word-problem solving. [Extracted from the article] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599241231217 |
