Hover to see how factors connect to Language Skills. Then click connected factors to explore strategies related to multiple factors.
Many of the Language Skills that are critical for reading are also important for math success. Therefore, students with strong Language Skills are more likely to experience better math outcomes.
Phonological Awareness, Vocabulary, and general verbal ability support a variety of math outcomes.
Visit the early reading model to explore Phonological Awareness and Vocabulary.
Teachers support language development by using and providing vocabulary and syntax that is appropriately leveled (e.g.
Building with blocks is ideal for promoting early geometric and Spatial Skills.
As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Knowing the language of math is critical because students must use this language to understand math concepts and determine calculations needed.
Free collaborative play supports learner interests and promotes the development of more complex social interactions.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
Adding motions to complement learning activates more cognitive processes for recall and understanding.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Teaching students through guided play encourages them to take an active role in their learning and supports the development of a broad array of cognitive skills.
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
Rhyming, alliteration, and other sound devices reinforce math skills development by activating the mental processes that promote memory.
When students have meaningful conversations about math and use math vocabulary, they develop the thinking, questioning, and explanation skills needed to master mathematical concepts.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Teachers sharing math-to-self, math-to-math, and math-to-world connections models this schema building.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their math work.
Visual representations help students understand what a number represents as well as recognize relationships between numbers.
Connecting information to music and dance moves enhances Short-term and Long-term Memory by drawing on auditory processes and the cognitive benefits of physical activity.
A parent evening meeting about how to support numeracy at home with one follow-up meeting with each family has shown strong results for students' math development.
Pretending allows students to step back from a problem or task and think about it from multiple angles.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
Students deepen their understanding and gain confidence in their learning when they explain to and receive feedback from others.
Math games and manipulatives for vision differences support math development for learners with visual needs.
Children's literature can be a welcoming way to help students learn math vocabulary and concepts.
Multicultural resources, such as posters with different types of people and word problems based in different settings, allow all students to see themselves in their math work.
Transforming written text into audio activates different parts of the brain to support learning.
When students explain their thinking process aloud with guidance in response to questions or prompts, they recognize the strategies they use and solidify their understanding.
Students develop their skills by listening to and speaking with others in informal ways.
Three-phase lesson format is a problem-solving structure to promote meaningful math learning by activating prior knowledge, letting students explore mathematical thinking, and promoting a math community of learners.
Having students verbally repeat information such as instructions ensures they have heard and supports remembering.
Providing visuals to introduce, support, or review instruction activates more cognitive processes to support learning.
Visual supports, like text magnification, colored overlays, and guided reading strip, help students focus and properly track as they read.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
A word wall helps build the mathematical vocabulary and Language Skills that are necessary for problem solving.
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