Implementing the Science of Math in a Culturally Sustainable Framework for Students With and at Risk for Math Learning Disabilities

Autor:	Jennifer E. Kong, Genesis D. Arizmendi, Christian T. Doabler
Rok vydání:	2022
Předmět:	Developmental and Educational Psychology Education
Zdroj:	TEACHING Exceptional Children. :004005992211273
ISSN:	2163-5684 0040-0599
DOI:	10.1177/00400599221127385
Popis:	This article focuses on implementing the Science of Math through a culturally responsive framework designed to support culturally and linguistically diverse students in math classrooms. We consider the influence of (second) language acquisition and instructional environments for students in addition to specific ways to increase instructional engagement with considerations of students’ cultural identity, prior experiences, and dual language development. Key features of the culturally responsive math instruction framework for dual language learning students with and at risk for math disabilities include utilizing culturally and linguistically appropriate assessment, anti-biased contextual supports, linguistics supports within math curriculum, and sustaining home-school collaborations. Implications for applying the framework for math instruction are discussed.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::2e8b3980860b65a7ad74dd3c3db861ac https://doi.org/10.1177/00400599221127385 Zobrazit plný text záznamu