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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.
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]
Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Using a Vocabulary Map Routine to Explicitly Teach Mathematics Vocabulary.
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  Data: <searchLink fieldCode="AR" term="%22Stevens%2C+Elizabeth+A%2E%22">Stevens, Elizabeth A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lizstevens@ku.edu</i><br /><searchLink fieldCode="AR" term="%22Mowbray%2C+Megan+H%2E%22">Mowbray, Megan H.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teaching+Exceptional+Children%22">Teaching Exceptional Children</searchLink>. Nov2024, Vol. 57 Issue 2, p138-148. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Common+Core+State+Standards%22">Common Core State Standards</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+teachers%22">Middle school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+notation%22">Mathematical notation</searchLink>
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  Data: 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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  Data: <i>Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Nov2024
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