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Mr. Pesola's Classroom Edit display name

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My ninth grade Algebra students are all immigrants from around the world, struggling to make sense of their new lives and environment. The diverse cultures give a great opportunity for sharing and building their global awareness, but it also can cause deep frustrations with language barriers in speaking, listening, reading and writing. Combined with their varied levels of math education - some having less than two years of math experience and even struggling with basic addition and subtraction - it is difficult to find opportunities for rich math discussions and interactions. Often it's easiest to partner students up with others from their own country, but I would much prefer a single table represent the Dominican Republic, Bangladesh, Yemen, and Guinea. This is especially important when there are students with no common language. I want productive collaborative math challenges to bridge language barriers and enrich their learning experience.

About my class

My ninth grade Algebra students are all immigrants from around the world, struggling to make sense of their new lives and environment. The diverse cultures give a great opportunity for sharing and building their global awareness, but it also can cause deep frustrations with language barriers in speaking, listening, reading and writing. Combined with their varied levels of math education - some having less than two years of math experience and even struggling with basic addition and subtraction - it is difficult to find opportunities for rich math discussions and interactions. Often it's easiest to partner students up with others from their own country, but I would much prefer a single table represent the Dominican Republic, Bangladesh, Yemen, and Guinea. This is especially important when there are students with no common language. I want productive collaborative math challenges to bridge language barriers and enrich their learning experience.

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