In addition, providing ample opportunities for learners to digitally ask questions to their teachers and peers also promotes continual question-asking behaviors.
In addition, providing ample opportunities for learners to digitally ask questions to their teachers and peers also promotes continual question-asking behaviors.
They can also provide the option for learners to show their work and thinking on a number line when solving problems.
Allison, B., & Rehm, M. (2007). Effective teaching strategies for middle school learners in multicultural, multilingual classrooms. Middle School Journal, 39(2), 12-18.
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.
Showing students that teachers, too, are learners who struggle and persist through challenging work also models the importance of continuous growth.
Casler-Failing, S. (2002). Multimodal and hands-on strategies to promote mathematical knowledge and skill development in students with a special focus on English language learners. Unpublished manuscript, University at Albany, SUNY, Albany, NY.
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.
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.
Brown, C. L. (2005). Equity of literacy-based math performance assessments for English language learners. Bilingual Research Journal, 29(2), 337-363.
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