Supporting the Development of Academic Discourse: Middle School Mathematics Classroom With Students Who Learn Differently

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Math and Relationships as a Third Space of Inquiry (Table 19)

Abstract

As a teacher-researcher, I address the question: How do students with dyslexia or other expressive-receptive language disorders learn mathematics academic vocabulary and learn to use that vocabulary in classroom discourse to demonstrate conceptual development and learning? This teacher-research investigates how a cohort of middle school students with language-related learning differences acquire and use mathematics vocabulary. In this paper I work to challenge the research findings asserting that contextualized use of academic vocabulary and discourse is a prerequisite for concept development. Findings indicate incomplete adacemic vocabulary and discourse are not indicative of incomplete conceptual understanding, students who learn differently due expressive-receptive language disorders engage with mathematics academic language in non-traditional ways that may not preclude conceptual development by the learner.

Author

• Nicole B Whitaker, Marietta College
  Presenting Author