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## Preservice Teachers' Mathematical Visual Implementation for Emergent Bilinguals

Using visuals is a well-known strategy to teach emergent bilinguals (EBs). This study examined how preservice teachers (PSTs) implemented visuals to help EBs understand mathematical problems and how an innovative intervention cultivated PSTs' capability of using visuals for EBs. Four middle school mathematics PSTs were engaged in a _ eld experience with EBs to work on mathematical problems; during the _ eld experience, the PSTs received interventions. In one intervention session, the PSTs were asked to make sense of a word problem written in an unknown language with different visuals. After this intervention, they changed their use of visuals when modifying tasks for EBs. The results suggest that immersive experiences where PSTs can experience learning from the perspective of EBs helps PSTs implement mathematically meaningful visuals in a way that makes mathematical problems accessible to EBs.

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## Using Arrays for Meaningful Multiplication

. Rather than rushing to symbolic representations, I have found it to be more pedagogically useful to have students apply this visual strategy to a similar, but different, task by placing the rods on grid paper. For example, students can extend the moving

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## Beyond Hooks: Real‐World Contexts as Anchors for Instruction

off) resemble the more formal activity students use when solving symbolic equations. Students can look back to these strategies within the context to understand symbolic manipulations. The movie ticket problem does not lend itself to initial visual

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## Chapter 3 Investigating the Five Practices in Action

forward in their study of functions. In addition to the verbal or visual strategies described by Beth, Faith, and Devon, Darcy also planned to have Tamika discuss the table that she had created. She intended to use the table to highlight the rate of

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## Part 3: Solutions and Suggestions

rewritten as (2 − 1) + (4 − 1) + (6 − 1) + ⋯ + (200 − 1) = (2 + 4 + 6 + ⋯ + 200) − 100 × 1. A visual strategy allows students to see that the sum of consecutive odd numbers yields a square: The sum 1 + 3 + 5 + ⋯ + (2 × 100 + 1) can be represented