Answers are grounded in this paper and cite their sources.
Case study reveals how bilingual child demonstrates mathematical agency in fraction problems, suggesting improved instructional strategies for learners with disabilities.
In this article, I illustrate how one student, Carlos, who is an emergent bilingual with a learning disability, expresses his mathematical agency dynamically and fluidly in multiple languages throughout 12 teaching sessions centered on mathematical discussions. The findings of this study show how Carlos made sense of fraction word problems, felt empowered to engage in conversations with peers about his thinking, and took ownership of his strategies. Implications areoffered for the math instruction of bilingual children identified with a learning disability.
No takes yet. Share an insight, caveat, or question.
Juanita Silva (2023) studied this question.
Synapse has enriched 8 closely related papers on similar clinical questions. Consider them for comparative context: