Challenging Math Curricula and Motivation of Young Mathematically Promising Learning-Disabled English Learners

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Abstract

Supporting young, mathematically promising learning-disabled English learners (MPLDELs) is critical for their talent development. These students face unique challenges, including language barriers, learning disabilities, and socio-emotional issues, which can hinder their motivation and academic performance. Recognizing their potential, delivering high expectations with a challenging math curriculum, and providing tailored educational support can significantly boost their confidence and engagement in mathematics. This case study explores the RED model, which emphasizes Recognition, Expectation, and Differentiation to enhance the motivation and achievement of MPLDELs. The research involved observing teacher-student interactions in three different math programs. Findings suggest frequent high expectations and specific recognition of students' mathematical thinking skills can improve their engagement and achievement, highlighting the importance of specialized curricula and teacher professional development.

Authors

• Seokhee Cho, St. John's University

• Vinh Quang Tran, St. John's University

• Kyung Hyun Park, Yonsei University College of Medicine