https://orcid.org/0000-0001-7226-5831
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Abstract
While mathematics and reading instruction share an emphasis on vocabulary, strategies may seem in conflict. Use the strategies presented here for connecting new learning to previous knowledge and experiences and providing meaningful paths for students’ vocabulary development in the mathematics classroom.
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Notes on contributors
Jessica Ivy
Jessica Ivy is an Associate Professor of Mathematics Education at Bellarmine University. Her scholarship interests include formal and informal STEAM learning, and technology integration for teaching and learning. Email: [email protected]
Cara Caudill
Cara Caudill is the Elementary Codirector of the Kentucky Writing Project and Codirector of the Louisville Writing Project. She works with teachers K–12 in all content areas, with a passion for writing across the curriculum. Email: [email protected]
Winn Wheeler
Winn Wheeler is an Assistant Professor in Literacy Education at Bellarmine University. Her scholarship interests include curriculum design, writing development, culturally sustaining practices, and instructional coaching. Email: [email protected]