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 author Elizabeth Hughes about how imprecise language can contribute to students’ difficulty learning math. Emily coauthored the article “Supporting Clear and Concise Mathematics Language: Instead of That, Say This,” which appeared in TEACHING Exceptional Children.
About the guest:
Elizabeth M. Hughes is an assistant professor of special education in the Department of Counseling, Psychology, and Special Education at Pennsylvania State University.
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