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: 2014
Pages: 26
Source title: Cross-Cultural Considerations in the Education of Young Immigrant Learners
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Grace Onchwari (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-4928-6.ch007

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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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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