Importantly, educators should work to communicate learner and family strengths.
Products can support family involvement in learners' math development in homes through reminders, such as prompts to practice Counting or help with homework.
Burns, M. K., & Helman, L. A. (2009). Relationship between language skills and acquisition rate of sight words among English language learners. Literacy Research and Instruction, 48(3), 221-232.
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.
Products can facilitate think-alouds by recording the audio of learners while they verbalize their mathematical thinking.
When considering how to support learners' interaction with electronically enhanced text from the perspective of executive functions and metacognitive aspects of self regulated learning, … (Bol & Garner, 2011, .p.116) For example, Mariger (2006) explains that learners who have difficulty with attention and working memory control benefit from limited hyperlinks and an uncluttered visual display. Kanta (2001) presents a list of 118 L. Bol, J. K. Garner 123 modifications to web pages that can assist the learning who has a disability, including providing auditory feedback, presenting the key information at the beginning of the page, and using screen layouts which provide the option to view only one area at a time (Bol & Garner, 2011, p.118-119)
They can also provide voice recorders for learners to share their thinking, such as when they are practicing Decoding skills, 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.
Product developers can create a hub of learning tools and strategies within their products as a resource for learners.
Athanases, S. Z. (1998). Diverse learners, diverse texts: Exploring identity and difference through literary encounters. Journal of Literacy Research, 30(2), 273-296.
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