Engagement of Young Mathematically Promising, Learning-Disabled English Learners with Challenging Math Curricula

Supporting mathematically promising, learning-disabled English learners (MPLDELs) is vital for their development. These students face challenges such as language barriers, learning disabilities, and socio-emotional issues, impacting motivation and performance. The RED model, Recognition, Expectation, and Differentiation, offers a framework to address these needs. This study observed teacher-student interactions in three math programs, emphasizing high expectations, recognition of mathematical skills, and tailored support. Findings reveal that fostering confidence and engagement through specialized curricula and teacher training enhances achievement, highlighting the importance of addressing MPLDELs' unique needs for effective talent development in mathematics.