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Asynchronous Google Classroom Mathematics and Synchronous L2 Oral Performance .pdf (208.94 kB)

Asynchronous Google Classroom Mathematics and Synchronous L2 Oral Performance

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posted on 2022-09-01, 20:52 authored by Stephanie SadownikStephanie Sadownik


In this meta-analysis, reading comprehension and mathematics are considered for elementary students between grade three and five, the age group where most reading comprehension strategies are introduced and practiced (Ness, 2011). Results indicate that (1) reading comprehension is linked to cognitive processing ability, the more students’ struggle with comprehending text, the less cognitive processing they have available to solve the mathematical problem; (2) mathematical language is precise and often above the grade level of the student who is solving the word problem. Asynchronous learning management systems or other online platform, such as Google Classroom, may help educators to meet federal obligations for supporting English Language Learners conceptual development in mathematics, developing language proficiency and providing equitable access for content area learning. 




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  • Canada

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  • Higher Education Researcher

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University of Toronto

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The paper is a meta-analysis of all available research combined in a conceptual approach supporting the use of a new alternative medium for the development of language and cognition in elementary school

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