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.
Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714.
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.
Boaler, J. (2000). Mathematics from another world: Traditional communities and the alienation of learners. The Journal of Mathematical Behavior, 18(4), 379-397.
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.
When learners work independently to repeatedly practice new material (retrieval practice), they become fluent in the skill and are able to recall it automatically.
Digital tools can provide more reciprocal teachers and learners for students beyond their classroom walls.
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.
They can also provide voice recorders for learners to share their Verbal Reasoning with their teachers for feedback.
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.
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