Empowering Newcomers through Project-Based Financial Literacy Education
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Summary
As schools embrace cultural diversity, providing equitable education to English language learner (ELL) students becomes paramount. This article explores the integration of project-based financial literacy education to support newcomer students in mathematics. Drawing from experiences in a high-minority Spanish-speaking high school, the author discusses challenges faced and solutions implemented. By utilizing project-based learning (PBL) and comprehensive language supports, students engage deeply with mathematics in real-world contexts. The article outlines an example project, emphasizing flexibility in presentation formats and language scaffolding. Ultimately, this approach fosters academic growth, language acquisition, and empowerment among newcomer students, promoting equity and excellence in education.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Mitchell Stanberry, Warden School District
Mitch Stanberry, a dedicated educator with 20 years of experience, is a National Board Certified math teacher at Warden High School. He is not only renowned for his teaching prowess but also for his contributions to STEM education. Mitch has presented multiple at local STEM conference, and for Washington Applied Council, and serves as a Stellar Math Fellow through Central Washington University. In this role, he is committed to supporting traditionally underserved students, guiding them towards success in STEM fields.
