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Download full textAngela R. Crawford; Aysia Kernin – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
This study explores volitional and affective responses to instructional activities aimed at developing geometric and spatial vocabulary of a neurodivergent student. Using teaching experiment methodology across 15 instructional sessions, we observed how the student responded to games, direct instruction, and vocabulary support embedded in spatial…
Descriptors: Mathematics Instruction, Vocabulary Skills, Self Esteem, Direct Instruction
