This article focuses on two ways in which math language could be improved in middle school. First, educators can use formal language instead of informal language. Second, educators can be more precise with math terms that are closely related but have distinct meanings and characteristics. These terms may cause confusion for students because of similar concepts shared among related terms, and so these terms require a high degree of precision and specificity. This supports students in discriminating among terms that are related but have different math meanings.
Powell, S. R., Stevens, E. A., & Hughes, E. M. (2019). Math language in middle school: Be more specific. Teaching Exceptional Children, 51, 286–295. doi:10.1177/0040059918808762
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