Chan, S. (2015). Linguistic challenges in the mathematical register for EFL learners: Linguistic and multimodal strategies to help learners tackle mathematics word problems. International Journal of Bilingual Education and Bilingualism, 18(3), 306-318.
To support learners in identifying important information from word problems, products can provide screengrab examples where learners can watch as key words are coded and irrelevant information is crossed out.
For example, a product can produce a visual map of learners' progress and provide diverse mediums, such as typing (which supports Foundational Writing Skills) or voice recording, for learners to record their reflections.
With verbal repetition, learners also can personalize and interact with information, activating multiple brain pathways to help move knowledge from Short- to Long-term Memory.
Lee, J. S., & Galindo, E. (2021). Empowering Our Youngest Learners: Designing a Sensory “Recess Path” Using Early Elementary Mathematics. In Project-Based Learning in Elementary Classrooms: Making Mathematics Come Alive. The National Council of Teachers of Mathematics, Inc..
Kieffer, M. J., & Lesaux, N. K. (2010). Morphing into adolescents: Active word learning for English‐language learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54(1), 47-56.
As an enriching social experience, field trips also engage learners in new topics, generate curiosity, and build Social Awareness & Relationship Skills.
Interactive games, like match-game puzzles, allow learners to practice and assess their Vocabulary knowledge by matching words with their respective definitions.
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.
Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say. ESED 5234 - Master List. 27.
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