Adapting Evidence-Based Practices to Meet the Needs of English Learners with Mathematics Difficulties

Autor/inn/en	Doabler, Christian T.; Nelson, Nancy J.; Clarke, Ben
Titel	Adapting Evidence-Based Practices to Meet the Needs of English Learners with Mathematics Difficulties
Quelle	In: TEACHING Exceptional Children, 48 (2016) 6, S.301-310 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059916650638
Schlagwörter	Evidence Based Practice; English Language Learners; Mathematics; Learning Problems; Mathematics Instruction; Feedback (Response); Concept Formation; Visual Aids; Academic Discourse; Vocabulary; Classroom Communication; Modeling (Psychology); Mathematics Achievement; Special Education + Suchen Sie Ihr Suchwort? Mathematik; Lernproblem; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Anschauungsmaterial; Discourse; Diskurs; Wortschatz; Klassengespräch; Modeling; Modelling; Modellierung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Convincing evidence suggests that a considerable number of U.S. students struggle to develop mathematics proficiency. One subgroup of students who have a high probability of mathematical failure is English learners (ELs), who now represent 10% of the U.S. student population; 70% of these students speak Spanish at home (Fry & Passel, 2009). ELs have been the fastest-growing subgroup in U.S. schools over the past 20 years (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). In light of this significant influx of ELs and the push for multi-tiered approaches to mathematics instruction, special educators, now more than ever, are working with ELs who are at risk for academic failure but have yet to be identified as needing special education services (Simonsen et al., 2010). Mounting scientific evidence suggests that non-ELs with MD significantly benefit from systematic and explicit instruction (Gersten, 2009). Although the currently available research evidence for ELs with MD is less developed, systematic and explicit mathematics instruction represents a logical starting point for providing effective mathematics instruction to this important subgroup of students. (ERIC).
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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01