Other Scholarly Content

Abstract

• A study from Bellwether Education Partners establishes the need to focus on the mathematics education of young Dual Language Learners (DLLs). It presents lessons from research and practice on engaging families of DLLs in early mathematics learning. Unfortunately, the report omits major studies that are key to advancing our understanding of the capacity of young DLLs to engage in rigorous mathematical concepts when given opportunities to do so. Also, in its recommendations for teacher education/professional development, the report misses the opportunity to address what early childhood educators need to know about how young DLLs develop languages. Nonetheless, this report can inform policymakers and other stakeholders as they build asset-based programs that can support families and communities in engaging young DLLs in mathematics learning.

Creator

• Celedón-Pattichis, Sylvia

Date Issued

• 2021-03-02

Academic Affiliation

• National Education Policy Center

Subject

• Early Childhood Education
• Math Education
• Teacher Education, Quality, and Professional Development
• Language and Learning
• Student Achievement

Publisher

• National Education Policy Center

Zuletzt geändert

• 2024-10-10

Ort

• Boulder

Zugehörige URL

•  https://nepc.colorado.edu/thinktank/dual-language

Resource Type

• Review

Urheberrechts-Erklärung

• In Copyright

Peer Reviewed

• Yes

Series

• National Education Policy Center

Language

• English [eng]

Citation

• Celedón-Pattichis, S. (2021). NEPC Review: “Language Counts: Supporting Early Math Development for Dual Language Learners.” Boulder, CO: National Education Policy Center. Retrieved [date] from http://nepc.colorado.edu/thinktank/dual-language

License

• Creative Commons BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International

Beziehungen

In Collection:

• National Education Policy Center

Artikel

Miniaturansicht	Titel	Datum Hochgeladen	Sichtbarkeit	Aktionen
	NR_Celedon-Pattichis.pdf	2024-10-10	Öffentlichkeit	Herunterladen