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Linking Practices and Standards to Strategies that Enhance Writing for Students With Disabilities
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Author(s): Destini N. Braxton (St. Mary's College of Maryland, USA)and Karen L. Terrell (Loyola University Maryland, USA)
Copyright: 2024
Pages: 12
Source title:
Illuminating and Advancing the Path for Mathematical Writing Research
Source Author(s)/Editor(s): Madelyn W. Colonnese (Reading and Elementary Education Department, Cato College of Education, University of North Carolina at Charlotte, USA), Tutita M. Casa (Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, USA)and Fabiana Cardetti (Department of Mathematics, College of Liberal Arts and Sciences, University of Connecticut, USA)
DOI: 10.4018/978-1-6684-6538-7.ch015
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Abstract
Because mathematics and language are interconnected, often students are asked to “explain” their answers or “justify” their choices. It is critical that students are able to verbally express their thoughts, as this is considered an “authentic practice of the discipline.” The Standards for Mathematical Practice require that all students be able to make sense of problems, and also communicate both in writing and orally; skills which the communication standard has promoted for over two decades. Moreover, in the case of SWDs, those who are dually identified often show more confidence when asked to write their logic, as opposed to speaking. This chapter, therefore, explores strategies that will assist and allow students to exhibit their acquired knowledge through their writing skills in mathematics and enable the building of their confidence when explaining their logic and reasoning – especially those with diverse learning needs.
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