When educators integrate the linguistic and cultural funds of knowledge that learners bring into mathematical problems and projects, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
Data, statistics and probability skills help learners make predictions, understand generalizations, and interpret information.
Setlhodi, I. I. (2018). Mentoring in the web-class for adult learners. In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments (pp. 206-220). IGI Global.
National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press.
Creating and acting out texts or original narratives can enhance literacy for young learners, solidifying their comprehension and building Narrative Skills.
Diep, A. N., Zhu, C., Cocquyt, C., Greef, M. D., Vo, M. H., & Vanwing, T. (2019). Adult learners' needs in online and blended learning. Australian Journal of Adult Learning, 59(2), 223-253.
Athanases, S. Z. (1998). Diverse learners, diverse texts: Exploring identity and difference through literary encounters. Journal of Literacy Research, 30(2), 273-296.
In our society, there are many stereotypes that exist about the academic abilities of learners based on characteristics such as their race, gender, disability, and socioeconomic status.
Ross‐Gordon, J. M. (2003). Adult learners in the classroom. New Directions for Student Services, (102), 43-52.
Three-phase lesson format is a problem-solving structure to promote meaningful math learning by activating prior knowledge, letting students explore mathematical thinking, and promoting a math community of learners.
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