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.
Mabotja, S., Chuene, K., Maoto, S., & Kibirige, I. (2018). Tracking Grade 10 learners' geometric reasoning through folding back. Pythagoras, 39(1), 1-10
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.
This supports learners by letting them know what to anticipate and allows their Attention to be on learning content.
Listening to and observing fluent readers provides a helpful model for learners to understand how to engage with texts and develop their own reading and writing abilities.
This strategy can also support the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.
Products can support family involvement in learners' literacy development in homes through reminders, such as prompts to read together or help with homework.
This strategy can also support the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.
Learners can then practice coding example problems with the same visual tools and drag similar problems into like groups to practice categorizing.
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