Mathematics vocabulary plays a crucial role in students’ mathematics learning. However, students, particularly those with learning disabilities (LDs), encounter challenges in understanding and grasping mathematical terms. This challenge becomes more evident as students progress into the elementary and secondary grades, where mathematics vocabulary becomes more specific and complex. To address this issue, we provide an instructional routine for educators to teach students mathematics vocabulary. The routine contains three phases: (a) select key vocabulary, (b) mathematics vocabulary grid instruction, and (c) review vocabulary. We present various activities to consider for each phase, along with practical suggestions for educators to implement the routine efficiently for students with LD.
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