To help learners troubleshoot some of these challenges, educators can teach monitoring strategies, such as checking the text while speaking, and support subsequent editing of the output.
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.
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.
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.
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.
Li, Y., & Bates, T. (2019). You can't change your basic ability, but you work at things, and that's how we get hard things done: Testing the role of growth mindset on response to setbacks, educational attainment, and cognitive ability. Journal of Experimental Psychology: General, 148(9), 1640-1655.
Bauman, S., & Pero, H. (2011). Bullying and cyberbullying among deaf students and their hearing peers: An exploratory study. Journal of Deaf Studies and Deaf Education, 16(2), 236-253.
Aronson, J., & Good, C. (2003). The development and consequences of stereotype vulnerability in adolescents. In F. Pajares & T. Urdan (Eds.), Adolescence and education: Vol. 2. Academic motivation of adolescents (pp. 299–330). Greenwich, CT: Information Age.
Centre for Education Statistics and Evaluation (2017). Cognitive Load Theory: Research that teachers really need to understand. NSW Department of Education.
Kucan, L., & Beck, I. L. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67(3), 271-299.
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