![]() ![]() Her use of precise language conveyed her understanding of the procedure and helped me get an insight into what she was thinking and doing. Sure does sound a lot more mathy, right? But more importantly, I understand what Alice did. Then I multiplied the two numerators and the two denominators, which gave me the quotient.” Using more precise language, Alice might have said, “I took the second fraction and turned it upside down, so it became the reciprocal. Then I timesed the top and the bottom, which gave me the answer.”ĭoes that sound like something some of your students might say? My struggling students tended to use a lot of vague words- “things” “this one” “like this”- instead of exact math language. She says, “I took this one and turned it like this, so now it’s the other. ![]() ![]() Let’s say you’re working with Alice and you ask her to explain the steps she took to solve a fraction division problem. Well, for a few reasons: We use language to communicate. We’ll get into what those supports are later, but first: Why should we focus on teaching math vocabulary? Our students with math and reading disabilities CAN learn to understand and use math words correctly, with the right supports. So not only do many of our struggling math students have a hard time understanding the meaning of math words, but they also have a hard time with expressive and receptive language.Ī double whammy, but later I’ll show you that all is not lost. Oy vay! You know what else makes teaching math words so difficult? The fact that almost 50% of children with math disabilities ALSO have reading disabilities! When we read a number aloud that has a decimal point, we don’t call it “decimal point,” we say “and.” But now they learn that we sometimes use different words in different contexts. They finally understand and remember what those math words mean, like decimal point. They need to understand and use these hard to say words, like quadrilateral. Words they thoughts they knew, like face, mean something else once math class starts. Students need to learn the two (or more) different meanings for certain math words. When you think of learning new vocabulary words, English Language Arts class comes to mind first, right? We tend to think of math as all numbers, but there’s actually quite a bit of language learning that goes on in the math class, too. In this post, you will learn 5 actionable ways to improve your students’ math vocabulary- 5 strategies that you can implement today and that work for students with disabilities.ĪND, if you make it down to the bottom of the post, you'll find my FAVORITE resource that I use to help build my math word wall. YOU matter and there are actionable strategies YOU can implement to grow your students’ knowledge of math words. While this is true, you should also know that YOU are an important factor in students’ learning. Using correct math words can seem like learning a new language! He placed an even number of spoons on the even surface of the table. If he takes one away, there will be 3 spoons left on the left side.Īs educators, we know firsthand how tricky math vocabulary can be for our students- especially using exact, precise math words correctly.īased on your experiences in the classroom, you probably already know that students with math disabilities- especially those who are also English language learners or have language disabilities- will have an especially hard time learning new math words. The kids were rough -housing and banged a foot into the table, which knocked over the cup. #Longer math vocabulary teacher videos full#The third cup was roughly two- thirds full of water. #Longer math vocabulary teacher videos free#SCROLL DOWN TO THE BOTTOM TO GET YOUR FREE COPY OF OUR MATH VOCABULARY TOOLKITĭo the bolded words mean the same thing in the following examples? ![]()
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