Seven Equity Ideas for Students with Language-Based Needs in Mathematics

Autor/inn/en	Dieker, Lisa A.; Greer, Molly; Lannan, Amanda
Titel	Seven Equity Ideas for Students with Language-Based Needs in Mathematics
Quelle	In: Middle School Journal, 53 (2022) 5, S.33-39 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dieker, Lisa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2022.2119758
Schlagwörter	Equal Education; Mathematics Instruction; Middle School Teachers; Access to Education; Teaching Methods; Barriers; Learning Processes; Learning Problems; Learning Disabilities; Language Impairments; Humor; Educational Technology; Movement Education; Learner Engagement; Special Needs Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lernproblem; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Humoristische Darstellung; Unterrichtsmedien; Bewegungsbildung; Sonderpädagogischer Förderbedarf
Abstract	As classroom teachers, we understand the struggles students face daily, especially in mathematics. These challenges can include language barriers which may or may not be related to disabilities. We have seen students in classrooms struggle with the digital divide and limited digital access. Both language and digital access are crucial for mathematical student learning. We provide practical ideas for middle school teachers to help bridge the gap for students with language barriers using digital access and the concept of Universal Design for Learning (UDL) in mathematics. The ideas presented are to provide greater equity for students with language-based issues in all areas, but with a special focus on the more complex needs presented in today's middle school mathematics classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01