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By creating patterns, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
Then they can design activities that encourage students to apply math in contexts outside of the math classroom.
When educators recognize students' intersectional identities, this can build a strong positive culture and play a role in empowering students.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
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