The challenge for teachers is to
provide effective math instruction to students with disabilities so they can meet the high standards set for what all students must be able to know and do mathematically.
The challenge for teachers is to
provide effective math instruction to students with disabilities so that they can meet high standards.
Not exact matches
This manuscript includes a brief review of research findings suggesting that
providing students with worked out examples is more
effective than the conventional
math instruction method a discussion of the probable reasons for this effect comments on what this body of research suggests for teaching today's
math students, with specific consideration of a recently developed
math - learning resource.
Two publications that
provide some suggestions about the content required for
effective math instruction include the 2001 National Research Council study Adding it Up: Helping Learning Mathematics (Kilpatrick, Swafford, & Findell), as well as the 2008 National
Math Advisory Panel (NMAP) report.
This presentation
provides guidance in selecting and implementing evidence - based Tier II and Tier III interventions in
math that enhance and complement your core
instruction, support
math intervention specialists for pull - out
instruction, and build
effective tiered
instruction for afterschool program supports.