The language of mathematics instruction has its own vocabulary and in Jacks case this

language needs to be explicitly taught with the help of the vocabulary cards that Jack can
refer to at any time (Gangluy, 2015b). Although other strategies could be used, such as hands
on activities, for the purpose of this paper Jack will be given a set of cards with mathematical
terms along with the appropriate symbols for Jack to refer to during times when Jack is
required to read or write mathematically (Rogers, 2013). Koegel et al (2010) research
revealed that the use of a students interest area as a motivator decreased disruptive
behaviours and increased the amount of academic engagement and for this reason the
dictionary is in the form of cards with an image of playing cards in the corner. The aim of this
support is to encourage Jack to engage in learning due to lower levels of anxiety as Jack has
support to comprehend and read what is required during mathematics. This in turn should
result in less disruptive behaviours.