Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms

Journal article

K. N. Peeples, A. M. Kroesch, V. J. VanUitert
Learning Disabilities Research and Practice, vol. 38(2), 2023, pp. 129-143

DOI: 10.1111/ldrp.12303

Cite

APA Click to copy
Peeples, K. N., Kroesch, A. M., & VanUitert, V. J. (2023). Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms. Learning Disabilities Research and Practice, 38(2), 129–143. https://doi.org/10.1111/ldrp.12303

Chicago/Turabian Click to copy
Peeples, K. N., A. M. Kroesch, and V. J. VanUitert. “Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms.” Learning Disabilities Research and Practice 38, no. 2 (2023): 129–143.

MLA Click to copy
Peeples, K. N., et al. “Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms.” Learning Disabilities Research and Practice, vol. 38, no. 2, 2023, pp. 129–43, doi:10.1111/ldrp.12303.

BibTeX Click to copy

@article{peeples2023a,
  title = {Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms},
  year = {2023},
  issue = {2},
  journal = {Learning Disabilities Research and Practice},
  pages = {129-143},
  volume = {38},
  doi = {10.1111/ldrp.12303},
  author = {Peeples, K. N. and Kroesch, A. M. and VanUitert, V. J.}
}