Understanding and Supporting Children's Mathematical Vocabulary Development

By Denisse R. Thompson, R. Rubenstein. 2002

119 citations recorded by the source corpus.

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An Investigation of the Mathematics-Vocabulary Knowledge of First-Grade Students (2017, methodology): “, longest) did not align closely with the categories identified by Rubenstein and Thompson (2002) because they were general words.”
Supporting Clear and Concise Mathematics Language (2016, background): “Mathematics vocabulary is often difficult for children because many terms have meanings in general English and meanings specific to mathematics (Rubenstein & Thompson, 2002; Schleppegrell, 2007).”
Differences in the Mathematics–Vocabulary Knowledge of Fifth–Grade Students with and without Learning Difficulties (2017, background): “Mathematics vocabulary may present a greater challenge for students than general vocabulary because of the many difficulties described by Rubenstein and Thompson (2002).”
The Influence of Mathematics Vocabulary Instruction Embedded Within Addition Tutoring for First-Grade Students With Mathematics Difficulty (2015, background): “Most suggestions for teaching mathematics vocabulary are based on vocabulary acquisition strategies from reading (Rubenstein & Thompson, 2002), and only a handful of studies evaluate mathematics vocabulary instruction empirically.”