Effective Mathematics Instruction (original) (raw)
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It is incredibly important for students who are at-risk for mathematics failure or who have a disability which hinders mathematical performance to improve in their mathematical achievement. One way to improve mathematical achievement is through building fluency in mathematics. Fluency in mathematics is the ability to solve problems automatically and with accuracy. One method of building fluency for students who are at-risk or who have a disability includes the concrete-representational-abstract sequence of instruction that is paired with strategic instruction (CRA-SI). A brief overview is provided on CRA-SI instruction along with a review of the literature that shows CRA-SI instruction as effective instruction for students who are at-risk or who have a disability.
Effective Mathematics Instruction. Evidence for Education. Volume III, Issue I
2008
We start this Evidence for Education with an odd, little quote that illustrates several things quickly about math. It's easy to get lost, especially if the question comes at you too fast, and once you get lost, well… Well, we don't want students to get lost in math. This Evidence for Education is about helping students stay on track in math, building concept upon concept in a steady progression of skills. This is as much a national priority as it is a practical necessity for the students themselves, because daily life involves math-from the check-out counter at the school store to the express line in the grocery, from our most routine jobs to the high-paying, high-profile ones in engineering, technology, and science (Lee, Grigg, & Dion, 2007; U.S. Government Accountability Office, 2005). So-two questions naturally arise. What do students need to know how to do, mathematically? And what instructional approaches are effective in teaching those skills?
Ldv Forum
Mathematical literacy is the ability to apply skills and concepts to reason through, communicate about, and solve mathematical problems. Mathematics instruction must involve methodology and curricular materials that assist students in mastering instructional objectives that are relevant to the development of mathematical literacy and appear on Individualized Education Programs (IEPs) of students with learning disabilities (LD).
Focus on Autism and Other Developmental Disabilities, 2019
Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for...
A Synthesis of Research on Effective Mathematics Instruction
Effective mathematics instruction is characterized by a well integrated development of students' conceptual understanding, procedural fluency, and problem solving. As they develop these abilities, students must become facile with mathematics vocabulary and with representing mathematical ideas in multiple ways. To achieve these outcomes, effective teachers of mathematics skillfully employ a wide repertoire of strategies and approaches. The purpose of this paper is to review the research literature on effective mathematics instruction.
Teaching Mathematics: Issues and Solutions
TEACHING Exceptional Children Plus, 2009
The ability to compute, problem solve, and apply concepts and skills in mathematics influences multiple decisions in our lives. The National Research Council (1989) reported that mathematics is especially evident in our technology-rich society, where number sense and problem solving skills have increased the importance and demands of advanced levels of proficiency. However, mathematics is often challenging for students with and without disabilities to master. Comparison studies have focused on student results which show US students not performing as well in math as students in many other developed countries (USDOE, 2000). This manuscript describes the changing context and expectations of math standards and curriculum, given the specific characteristics of students with disabilities. Various research-based instructional methods and strategies are described to address the revised standards in math for teachers to effectively meet the learning needs of students with and without disabilities to master mathematics.
The authors praise Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008) for focusing on the mathematics within mathematics education. They critique the Panel for (a) constraining its analysis to two traditional school courses, (b) isolating independent factors and undervaluing integrated approaches, and (c) overlooking recent insights on mathematics learn- ing. The authors urge others to seek deeper analysis of “mathematics worth knowing,” to integrate multiple resources into instructional approaches, and to delve more deeply into recent learning research