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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
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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n/aCorresponding author email
stephanie.sadownik@utoronto.caLead author country
- Canada
Lead author job role
- Higher Education Researcher
Lead author institution
University of TorontoEthics statement
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 schoolTerms agreed
- Yes, I agree to Advance terms
