Teaching Mathematics to English Language Learners Using Robert Moses‘ Five-Step Approach

Authors

  • Ruth Ahn
  • Ji Yeong I
  • Robin T. Wilson

Abstract

An eight-week summer intervention program in a low-performing middle school in Southern California applied Robert Moses‘ Five-Step Approach outlined in Moses & Cobb (2001). The Teachers Radically Enhancing Education (T.R.E.E.) Project brought hands-on, experiential mathematics teaching to 20 Latino English Language Learners who failed one or more courses in the previous academic year. At the end of the eight-week program, the 20 students showed improvement in mathematical performance and behavior. An original activity plan created by the participating pre-service teachers based on the Five-Step Approach is included.

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Published

2024-01-30

Issue

Vol. 3 No. 1 (2011): Teaching for Excellence and Equity in Mathematics (TEEM)

Section

Articles

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