Practices for Effective Mathematics Instruction


NICHCY Resources:Picture1.png
This Evidence for Education brief addresses:
What do students need to know how to do mathematically?
What instructional approaches are effective in teaching those skills?
What do we do when disability affects a student’s ability to learn math skills?




More from NICHCY: http://nichcy.org/research/ee/math


What Works Clearinghouse IES Practice Guide:

http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=2

Center on Instruction Resource:

This document guides K–12 teachers of students with disabilities and at-risk students in their selection and use of effective mathematics instructional methods. For each of seven recommendations, the authors explain what works, describe how the practice should be done, and summarize the evidence supporting the recommendation.

The Iris Center: Evidence-Based Practice Summaries

These summaries of research about the effectiveness of instructional strategies and interventions contain links to research reports and include information about an intervention’s level of effectiveness and the age groups for which it is designed.

http://iris.peabody.vanderbilt.edu/ebp_summaries/

PaTTAN Resource:

This reference will support you in providing effective mathematics instruction through:
implementing classroom norms, developing procedural and conceptual knowledge, challenging student misconceptions, providing high-level tasks, using effective questioning techniques, encouraging student discourse, and performing ongoing assessment.



MathVIDS (Video Instructional Development Source)
http://www.coedu.usf.edu/main/departments/sped/mathvids/index.html
This site offers video models of real teachers in real classrooms using research-supported effective mathematics instruction for struggling learners. There are teaching plans that describe how these instructional practices can be integrated to teach important mathematical concepts.

Visual Fractions
http://visualfractions.com
This website is devoted to teaching fractions using number lines and circles in order to provide more practice with fraction concepts not easily understood by struggling students. Students can get practice in learning how to add, subtract, multiply, and divide fractions.


ESL Implications in an era of new standards (TESOL International)



Supporting ELLs in Mathematics

http://www.scholastic.com/teachers/article/10-ways-help-ells-succeed-math

http://mathsolutions.com/documents/9780941355841_CH1.pdf

http://www.amle.org/Publications/MiddleSchoolJournal/Articles/November2007/Article1/tabid/1543/Default.aspx


Grades 2-7 SAMPLE Units from New York City DOE
http://schools.nyc.gov/Academics/ELL/EducatorResources/Common+Core+Learning+Standards+for+Mathematics+Sample+Units+that+Support+English+Language+Learners.htm


Teaching Math to Visually Impaired Students

http://www.tsbvi.edu/math/



Mathematics Advisory Panels and Their Reports

RAND Mathematics Study Panel—Mathematical Proficiency for All Students

http://www.rand.org/pubs/monograph_reports/MR1643/index.html


The Final Report of the National Mathematics Advisory Panel (2008)


NCEE: What Does It Really Mean to Be College and Work Ready?
A Report from the National Center on Education and the Economy




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