Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the Learning Sciences, 21(2), 247-286.
This supports learners by letting them know what to anticipate and allows their Attention to be on learning content.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Louie, J., Brodesky, A., Brett, J., Yang, L. M., & Tan, Y. (2008). Math education practices for students with disabilities and other struggling learners: Case studies of six schools in two northeast and islands region states (Issues and answers report, REL 2008-No. 053). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, & Regional Educational Laboratory Northeast and Islands.
Visual representations allow learners to exhibit what they know and can do in alternative ways that can support Working Memory during problem solving and retention of information in Long-term Memory.
Products can embed questions that pop up while learners are exploring content to prompt deeper, reflective thinking at key stages.
By allowing learners to elect when to use such techniques, products help students develop their own abilities to regulate their Emotions and gain a better understanding of themselves.
Digital tools can provide more reciprocal teachers and learners for students beyond their classroom walls.
Products can provide the tools for learners to create and record their own music or dance using audio and video capabilities.
Designing products that include examples of different genres of writing allows learners to continually analyze elements like Vocabulary and Syntax across disciplines and incorporate them into their own writing.
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