Supporting Clear and Concise Mathematics Language

Elizabeth Stevens · October 11, 2020 ·

Juan, a child with a mathematics disability, is learning about addition and subtraction of fractions.

Juan’s special education teacher, Mrs. Miller, has tried to simplify language about fractions to make fractions easier for Juan. During instruction, she refers to the “top number” and “bottom number.” At the end of the chapter test, Juan reads the problem: “What’s the least common denominator of ½ and 2/5?” Juan answers, “1.”

Read more about this story in the Supporting Clear and Concise Mathematics Language document.

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"Stevens did an excellent job of blending together vocabulary strategies and comprehension strategies for helping struggling readers. I loved that she explicitly walked us through the "Get the Gist" procedure for teaching students how to identify the main idea in a text. I also love that she is either providing resources for us through an email, or she directed us to the website to find the applicable resources. Integrating the learning of informational text structures with analyzing the text for the main idea is also a great idea!"

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