Mathematics has many words with specialized meanings, and students encounter these words in texts, on assessments, and as part of class presentations and discussions. Students need to know the meaning of mathematics vocabulary words—whether written or spoken—in order to understand and communicate mathematical ideas (Thompson and Rubenstein 2000).
Search Results
You are looking at 1 - 4 of 4 items for
- Author or Editor: A. Susan Gay x
- Refine by Access: All content x
A. Susan Gay and Lisa Burbridge
A high school teacher used three websites—Edmodo, Socrative, and Kahoot!– to gather information about students' learning.
Deborah M. Thompson and A. Susan Gay
This article provides actionable steps and tools for teachers to use to promote student discourse while teaching multiplication fact strategies.
A.Susan Gay and Charlotte J. Keith
Have you heard of or used semantic feature analysis? It is a literacy strategy that can help students determine relationships among related vocabulary terms (Cooter and Flynt 1996). In mathematics classrooms, the use of semantic feature analysis is relatively new.
