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Making Math Count for Young Latino Learners

Course #: 02-619

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Price: $12.00

CE Credit Hours: 3.00 Continuing Education Credit Hours

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How to Take This Course:

  • 1 View Course Worksheet -  View the course worksheet or print it out to review later
  • 2 Read the Course Material -  As you read through, mark your answers on the course worksheet to be prepared for the exam
  • 3 Take Exam -  You must a achieve a score of 75% or higher in order to earn credit for the course.
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Course Description

Course Description

The ability of children in mathematics is critical to their success in school, and to their future economic success. As with all youth, how Latinos fare in school, and how well prepared they are for the needs of an economy that is increasingly technology-based, will have far-reaching implications for our country.  The purpose of this continuing education course, which was developed using information from the Child Trends Hispanic Institute, is to review existing research from a large, nationally representative sample of Latino kindergartners, with the aim of understanding what factors are associated with math achievement prior to and during the kindergarten year and how this may impact their future. Recommendations for policymakers, organizations, the education community, parents, and researchers to improve progress in this area are included.

Course Description 

1. Provide an overview of the research on the importance, starting in early childhood, of mathematics knowledge.

2. Describe race/ethnicity gaps in math and identify factors that may impede current and future academic success for Latino learners.

3. Evaluate predictors of children’s math scores at the start of the kindergarten year, and predictors of their growth between the beginning and end of kindergarten.

4. Discuss how policymakers and organizations engaged in education and advocacy, as well as researchers, can assist with efforts to improve early math skills for Latino learners.

5. Review strategies for the education community that will strengthen teacher preparation, instruction and curriculum in math and that will give greater attention to the special needs and strengths of dual language learners.

6. Identify the role of parents in creating opportunities to promote math and language skills.

 


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We will disclose, in advance, any proprietary interest in any product, instrument, device, service, or material to be discussed during the learning event, as well as the source of any third-party compensation related to the presentation. This policy applies to both our organization and contractors. If such proprietary/financial interests exist, we will publish a disclaimer in marketing or instructional materials for a course.

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