Each lesson in the sequence builds on the last. The teacher provides process explanations, illustrations, and demonstrations, while frequently checking students for comprehension. Teachers using ATM in classes with LEP students can facilitate their learning by providing the definitions of math language in ways that students are sure to understand. Frequent monitoring of students' understanding prevents misconceptions from taking hold and allows teachers to match the pace of the lesson to the students' ability to master each component. Ongoing assessment of what students understand is critical to this instructional technique.
Students develop both basic skills and higher ordering thinking through problem-solving activities.
Moreover, experience has shown that students in CGI programs have better number fact recall than do students who practice number facts outside a problem-solving context. To use CGI effectively with LEP students, it is often productive to invite them to express themselves in the language they can use most comfortably. While extra time may be needed for translation so all students can understand each other, the benefit is that students are learning to communicate using math language that can be transferred as students' English fluency increases. The translation process itself can foster greater English fluency. Homework that takes the form of problem-solving not only promotes students' English language and thinking skills, but can help parents better understand the value of learning mathematics.