Healy, L., Ramos, E. B., Fernandes, S. H. A. A., & Peixoto, J. L. B. (2016). Mathematics in the hands of deaf learners and blind learners: Visual–gestural–somatic means of doing and expressing mathematics. In Mathematics Education and Language Diversity (pp. 141-162). Springer, Cham.
Products can support collaborative problem solving by allowing learners to display and share their thinking with their peers, even at a distance.
When educators integrate the linguistic and cultural funds of knowledge that learners bring, they help learners draw on their Background Knowledge to better understand and relate to the material, supporting Motivation and learning.
Back, M., Han, M., & Weng, S. C. (2020). Emotional scaffolding for emergent multilingual learners through translanguaging: Case stories. Language and education, 34(5), 387-406.
They can help with Disciplinary Literacy and Vocabulary building by allowing learners to focus on their comprehension when navigating higher level informational texts rather than working to decode difficult texts.
For developers, creating a platform where teachers can incorporate milestones or goals that are realistic and pertinent for specific tasks can be highly motivating for learners.
As learners learn how to draw connections while working with numbers and problems, they activate additional cognitive processes and can develop positive Emotions as math students.
Healy, L., Ramos, E. B., Fernandes, S. H. A. A., & Peixoto, J. L. B. (2016). Mathematics in the hands of deaf learners and blind learners: Visual–gestural–somatic means of doing and expressing mathematics. In Mathematics Education and Language Diversity (pp. 141-162). Springer, Cham.
Field, J. (2011). Adult learning, health and well-being–changing lives. Adult Learner, 13-25.
Setting up the classroom so students can move together in small groups helps learners link the cognitive benefits of movement with the social and emotional benefits of peer-assisted learning.
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