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Mathematics Acquisition and Immigrant Children

Mathematics Acquisition and Immigrant Children
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Author(s): Judi Simmons Estes (Park University, USA) and Dong Hwa Choi (Park University, USA)
Copyright: 2015
Pages: 26
Source title: STEM Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-7363-2.ch007

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Abstract

Given that early mathematics education lays the foundation for later mathematics achievement, teachers of young children have the responsibility and challenge of providing effective mathematics instruction to all children, including those who are immigrants. This chapter discusses four key points relevant to mathematics acquisition and immigrant children: (a) bilingualism as an asset, (b) strengths of immigrant families, (c) teachers' mathematical knowledge, and (d) developmentally appropriate mathematics environment. It is suggested that institutions of higher education, administrators, and teachers of young children consider those four key points, and that each topic is linked to on-going professional development for the purpose of effective instruction.

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