Access and equity for all in mathematics is not a new idea (Trentacosta & Kenney, 1997). When focusing on mathematics, the National Council of Teachers of Mathematics has made it clear and imperative in Principles to Actionsthat we commit to access and equity for all (National Council of Teachers of Mathematics [NCTM], 2014).
The numbers of deaf and hard of hearing (D/HH) students mainstreamed in classrooms today is growing (Kelman & Branco, 2009). More than 87% of D/HH students receive instruction in general education classrooms (U.S. Department of Education, 2015)
By: Premkumar Pugalenthi, Alisa B. Wickliff, David K. Pugalee
Science, Technology, Engineering, and Mathematics (STEM) education continues to emphasize the teaching of skills that are relevant to today’s information driven economy (Jamali, Nurulazam Md Zain, Samsudin & Ale Ebrahim, 2017).
A typical middle school classroom includes young adolescents with a range of skills, interests, abilities, and personalities. One student may relate any topic of study to a favorite sport or video game. Another stretches her digital skills with e
As students enter the middle grades, they often encounter curricula that grow more challenging each year. This is especially the case in social studies when students experience primary documents and complex texts, sometimes with limited background knowledge.
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