Children with disabilities perform lower in mathematics than their peers without disabilities, a trend that raises questions about why. In this R2P podcast, we speak with authors Elizabeth Hughes, Sarah Powell, and Liz Stevens about how imprecise language can contribute to students’ difficulty learning math. Elizabeth, Sarah, and Liz coauthored the article “Supporting Clear and Concise Mathematics Language: Instead of That, Say This,” which appeared in TEACHING Exceptional Children.
About the guests:
Elizabeth M. Hughes is an assistant professor of special education in the Department of Counseling, Psychology, and Special Education at Pennsylvania State University. Sarah R. Powell is an assistant professor in the Department of Special Education at the University of Texas at Austin. Liz Stevens is a doctoral student in the Department of Special Education at the University of Texas at Austin.
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