Showing students that teachers, too, are learners who struggle and persist through challenging work also models the importance of continuous growth.
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.
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
Products can support collaborative problem solving by allowing learners to display and share their thinking with their peers, even at a distance.
Products can support collaborative problem solving by allowing learners to display and share their thinking with their peers, even at a distance.
Providing tools so learners can choose to listen supports individual strengths and needs.
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.
Annenberg Learner. (2017). The missing link teacher planning tools: Planning a math unit: Launch-Explore-Summarize Teaching Model. Retrieved from http://www.learner.org/workshops/missinglink/support/
Providing tools so learners can choose to listen supports individual strengths and needs.
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