Developing Mathematical Vocabulary

By E. Monroe, M. Orme. 2002

62 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/67f2627f72a3306a13522af1d5102c9f54b60c12

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Melissa K. Driver
2. S. R. Powell

In Developmental and Educational Psychology

1. S. R. Powell
2. Gena Nelson
3. Melissa K. Driver
4. E. Stevens
5. Michael A. Hebert

In Education

1. S. R. Powell
2. Gena Nelson
3. Melissa K. Driver
4. E. Stevens
5. Michael A. Hebert

Citations in the corpus

• An Investigation of the Mathematics-Vocabulary Knowledge of First-Grade Students (2017, background): “Both Bay-Williams and Livers (2009) and Monroe and Orme (2002) suggested that educators use explicit instruction to teachmathematics vocabulary and provide students with opportunities to encounter mathematics vocabulary in everyday and context-related situations.”
• Supporting Clear and Concise Mathematics Language (2016, background): “With children expected to know hundreds of mathematics vocabulary terms and the meaning of those terms, exposure to clear, concise, and uniformly used language is a must (Monroe & Orme, 2002).”
• The Influence of Mathematics Vocabulary Instruction Embedded Within Addition Tutoring for First-Grade Students With Mathematics Difficulty (2015, methodology): “(c) Teachers should provide students with activities related to understanding important mathematics vocabulary (Monroe & Orme, 2002).”