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| Autor/inn/en | Kong, Jennifer E.; Arizmendi, Genesis D.; Doabler, Christian T. |
|---|---|
| Titel | Implementing the Science of Math in a Culturally Sustainable Framework for Students with and at Risk for Math Learning Disabilities |
| Quelle | In: TEACHING Exceptional Children, 56 (2023) 1, S.44-51 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kong, Jennifer E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-0599 |
| DOI | 10.1177/00400599221127385 |
| Schlagwörter | Culturally Relevant Education; Student Diversity; Second Language Learning; Educational Environment; Cultural Capital; Mathematics Instruction; Bilingual Students; At Risk Students; Learning Problems; Learning Disabilities; Language Usage; Family School Relationship |
| Abstract | 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. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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