About the Math Strand
The Center on Instruction offers materials and resources on mathematics to build educators’ knowledge of instruction for students with low achievement in mathematics, improve professional development models for math teachers, and build teachers’ skills in monitoring student growth toward important math outcomes.
Mathematics: Grades K-12: Resources
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| As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in the area of "data systems to support instruction", consider that COI's resources cover the use of data to inform instructional practices and decision making; inform professional development for teachers and administrators; and improve teacher and principal effectiveness. | ||||||
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| As you apply for ARRA funds and implement your plan for "turning around lowest-performing schools", COI's resources can help you understand research-based practices to provide high-quality instruction and effective intervention to reach struggling students. Our resources can also help principals understand how to plan initiatives to improve the instructional programs for students and how to serve as an instructional leader at their school. | ||||||
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| As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in "effective leaders and teachers", consider that COI's resources cover the research on high-quality instruction and interventions; using data to inform instruction; high-quality coaching and professional development for your teachers; and how to improve teacher and principal effectiveness. | ||||||
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| As you apply for ARRA funds and implement your plan, COI's resources can guide you in your decision-making about what reforms work and how to implement them most effectively in the area of "standards and assessments". COI's resources can help you implement high-quality assessments and use information from assessments to guide classroom instruction. | ||||||
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| This resource from the Center on Instruction identifies professional development needs specific to mathematics. It includes a series of guiding questions that help SEAs evaluate their existing programs and identify professional development activities that meet their needs. It is designed to be used by Regional Comprehensive Centers in their work with State Departments of Education but may also be used by SEAs and districts independently. A Word version of the tool itself is provided for easy use. | ||||||||||
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| This professional development module from the Center on Instruction, consisting of a PowerPoint presentation and a presenter's manual, describes progress monitoring, explains common techniques often mistaken for progress monitoring, and discusses application of progress monitoring in mathematics at both the elementary and secondary grade levels. It also provides resources for additional information. | ||||||||||
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| The Center on Instruction has developed a summary of nine studies provides information about evidence-based practices for Tier 2 interventions and how to use RTI in mathematics. This annotated bibliography identifies and describes the most current research available on the use of RTI to help students struggling to learn math. | ||
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| This brief guide developed by the Center on Instruction provides assistance in exploring the large collection of professional development materials and resources available from the Council of Chief State School Officers (CCSSO) website, particularly its Study of Math and Science Professional Development Programs: Improving Evaluation of Professional Development, available at http://www.ccsso.org/projects/improving_evaluation_of_professional_development/Cross_State_Study/. This guide includes a statement of the purpose of the CCSSO materials, a description of the types of materials available, an explanation of how to use the materials, summaries of their major strengths and limitations, and points to consider before using the materials. | ||||||||
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| This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research. Based on the findings of this report, seven effective instructional practices were identified for teaching mathematics to K-12 students with learning disabilities. It describes these practices and, incorporating recommendations from The Final Report of The National Mathematics Advisory Panel as well, specifies research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability. | ||||||||
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This meta-analysis synthesizes experimental and quasi-experimental research on instruction that enhances the mathematics performance of K-12 students with learning disabilities. It reports the findings from this synthesis, discusses the implications for practice, and suggests next steps for research and professional development efforts in this field. |
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| This report describes M-CBM (Mathematics Curriculum-Based Measurement) including a brief history, basic procedures, implications for practice, and further resources. It also reviews the research that supports the use of M-CBM. | ||||||||
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Baker, Gersten, and Lee (2002) synthesized findings from 28 years of research on interventions for students struggling in learning math. The Center on Instruction's synopsis highlights the key findings from this synthesis and outlines recommendations for practice that follow from the findings. Both the synthesis and the synopsis are available for download below. The Center on Instruction hosted a webinar in September 2007 in which authors Scott Baker and Russell Gersten discussed the synthesis and provided an update on research in the area of math interventions since its 2002 publication. The archived WebEx file and PowerPoint presentation from the webinar are available here. |
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This report from the Center on Instruction looks at the effectiveness of existing early screening measures and discusses the key features needed to screen kindergarten through third grade students for difficulties in mathematics. The full report can be downloaded below. The Center on Instruction hosted a webinar in November 2007 in which authors Erica Lemke and Pam Stecker discussed this report, along with another newly released resource. The WebEx archive and PowerPoint presentation are available here. |
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This free online library provides local educators with easy access to over 700 professional development resources that can be customized to meet their needs. Such groups as AFT, NEA, federally funded TA centers, the IRIS Center, COI, and various states, have contributed resources to bring together research, policy and practice. The site can be searched by keyword or by an alphabetical list of resources, topics, or organizations providing the resource. It also has "featured resources", an opportunity to add a resource, and a signup to receive email updates. The database can be accessed here. |
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| This 2010 study by REL West on middle school math assessment accommodations found that simplifying the language--or linguistic modification--on standardized math test items made it easier for English Language learners to focus on and grasp math concepts, and thus was a more accurate assessment of their math skills. The 204-page final report is available for download here. | ||||
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Doing What Works (DWW) is a website dedicated to assisting teachers in the implementation of effective educational practices. It contains practice guides developed by IES that evaluate research on the effectiveness of teaching practices described in the guides and examples of possible ways this research may be used. To access this website, visit http://dww.ed.gov/. DWW also provides tables describing the DWW tabs that address literacy and provides a quick reminder about the content to enhance presentations, professional development and general usage of the materials. The "Roadmaps" to Early Childhood Language and Literacy and Adolescent Literacy provide a quick overview and are available for download below, along with the more detailed inventories of the DWW website by topic. |
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This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Highlights of the results show that gains in overall average scores seen in earlier years did not continue at grade 4 but did continue at grade 8. There were no significant changes from 2007 to 2009 in the score gaps between White and Black students or between White and Hispanic students at either grade 4 or grade 8. For more information and to access the full report, click here. |
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This handbook, edited by the Center on Innovation and Improvement, was developed by the five national content centers (Assessment and Accountability Comprehensive Center, Center on Innovation & Improvement, Center on Instruction, National Comprehensive Center for Teacher Quality, and National High School Center). The purpose of the Handbook is to bolster the effective implementation of the intervention models and strategies outlined in the 2009 School Improvement Grant (SIG) program in order to achieve the program’s clear goal—rapid improvement of persistently low-achieving schools. In particular, this Handbook offers practical explanations of the SIG’s required and recommended models and strategies, references to the underlying research, and connections to useful resources. The intended audience includes state education agencies (SEAs), local education agencies (LEAs), charter management organizations (CMOs), education management organizations (EMOs), organizational partners engaged in school improvement, and schools engaged in rapid improvement. To download the entire 210-page document, each chapter individually, or chapters by topic, click here. |
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| The National Mathematics Advisory Panel report outline six overarching recommendations as a comprehensive approach to mathematics education. This research brief from The Center for Comprehensive School Reform and Improvement at Learning Point Associates focuses on the first three topics (curricular content and instructional materials and learning processes) and the recommendations for PK-12 education. | ||||||
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Taking early action may be key to helping students struggling with mathematics. This guide from the Institute of Educational Sciences (IES) makes eight recommendations designed to help teachers, principals, and administrators use Response to Intervention for the early detection, prevention, and support of students struggling with mathematics. |
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| This series of modules from the National Center on Response to Intervention provides information about how student progress monitoring, specifically Curriculum Based Measurement (CBM), can be used to determine a student's response to an intervention. The six modules include an introduction to CBM, using CBM in reading, math, written expression and spelling, other ways to use CBM data, and using CBM to determine RTI. These modules are designed for conducting professional development, course offerings, or individual study. Each module includes a PowerPoint presentation with notes, a manual, and handouts. While they are intended to be used as a series, each module can stand on its own. To access the CBM Modules, visit http://www.rti4success.org/index.php?option=com_content&task=view&id=1172&Itemid=150. | ||||
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| This article from the RTI Action Network addresses RTI implementation in mathematics. It presents three considerations required for decision-making in RTI: Who needs intervention? What type of intervention is needed? And is the intervention working? It then discusses the importance of implementation fidelity and system change to ensure desired and sustainable outcomes for mathematical learning. It is available for download here. | ||||
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This document from the U.S. Department of Education addresses how funds under Title I and Title III of the Elementary and Secondary Education Act (ESEA) and Coordinated Early Intervening Services (CEIS) funds under the Individuals with Disabilities Education Act (IDEA) may be used to support Response to Intervention (RTI) in public schools. The document can be downloaded below. The document can also be viewed as a "talking" PowerPoint presentation. Susan Wilhelm (Title I) and Millie Bentley-Memon (Title III) from the Student Achievement and School Accountability Programs (SASA), Ruth Ryder from Special Education, and Kay Ringling from the General Counsel's office provide the audio portion of the presentation. It can be accessed here. After the link opens, click "View flash presentation"; when the presentation opens, click on "Begin Presentation". |
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| This document summarizes the proceedings of a CCSSO conference in which leaders in the fields of research and evaluation of teacher professional development discussed how to use findings from research to develop quality, effective professional development programs for teachers. It is available for download at here. | ||||
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| This 2008 webinar describes basic concepts of RTI and how it can be implemented in schools. Presenter Daryl Mellard of the National Technical Assistance and Dissemination Center on Response to Intervention shares examples to illustrate how teams can be organized within schools to implement RTI. | ||||||
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| Presented at the 2006 Summer Institute on Student Progress Monitoring, this "Progress Monitoring in the Context of Responsiveness-to-Intervention" by Lynn Fuchs, Douglas Fuchs, John Hintze, and Erica Lemke provides clear distinctions between services offered in the different tiers of RTI and addresses both reading and math. This resource includes the PowerPoint presentation, a manual, and handout materials that include an appendix for additional RTI resources. | ||||||||||
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This webcast, sponsored by the Center for Comprehensive School Reform and Improvement at Learning Point Associates, showcases best practices for teaching fractions. The webcast features videotaped segments from Dr. Hung-Hsi Wu's Mathematics Professional Development Institute -- the "Wu Institute" -- an intensive three-week summer course that directly addresses the mathematics needed for teaching number sense in K-7 classrooms. Also featured are Dr. Denise Mewborn's work at the University of Georgia and Patti Huberty's teaching at Colbert Elementary School in Colbert, Georgia.The webcast's panel, which provided perspectives from the classroom, school district, and the national math panel, answered questions from the viewing audience. Also available are classroom handouts and additional video and other online resources for teaching fractions. This webcast can be accessed at http://www.centerforcsri.org/webcasts/fractions/. (Note: Windows Media Player 9.0 or higher required for viewing video.) |
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| This August 2008 report from IES/REL Northeast and Islands describes in-depth practices at six schools that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school's practices for improving the math learning of all students as well as specific supports for students with disabilities and other struggling learners and identifies the challenges that schools face to serve students with diverse needs. The report is available for download at http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=161&productID=110 | ||||
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| "Performance Patterns for Students with Disabilities in Grade 4 Mathematics Education in New York State", a report from REL Northeast, describes the mathematics performance of fourth-grade students with disabilities across schools categorized by need-to-resource capacity and compares their performance by school with that of general education students across New York State from 2003 to 2005. It finds that the percentage of students with disabilities scoring proficient increased over time and that the proficiency gap between this subgroup and general education students narrowed by one percentage point. The document is available for download at http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2008050.pdf | ||||
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On March 13, 2008, the National Mathematics Advisory Panel presented its Final Report to the President of the United States and the Secretary of Education. To download the report, go to http://www.ed.gov/about/bdscomm/list/mathpanel/index.html. The core report is a relatively brief 65 pages of text and includes a summary of the key recommendations made by the panel advisers. The website also contains the five Task Group reports which provide extensive material on each of the major topics addressed: Core Knowledge and Concepts Necessary to Succeed in Algebra, Relevant Research on Learning Processes (i.e. how students learn mathematics), Instructional Practices, Teachers and Teacher Development, and Assessment. Also available is a Fact Sheet and the draft subcommittee reports on Standards of Evidence, Instructional Materials, and the National Survey of Algebra Teachers for the National Math Panel. |
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This practice guide from the National Center for Education Research, Institute of Education Sciences, offers teachers ways to improve their instruction and their students' study habits to enhance learning and remembering information. It offers seven of the more concrete and applicable recommendations available for improving instruction and student learning. The guide is available for downloading at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072004.pdf |
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This practice guide from the National Center for Education Research, Institute of Education Sciences, is designed to formulate specific and coherent evidence-based recommendations that educators can use to encourage girls in the fields of math and science. It includes specific recommendations and the quality of evidence that supports those recommendations. The guide can be downloaded at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072003.pdf. |
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| This PowerPoint presentation is intended for teachers who are currently implementing CBM in reading and/or math and administrators who are supporting CBM implementation. Advanced issues covered include interpreting CBM reading and math data, using the database to inform instructional decision making, and selecting research-validated interventions. | ||||||
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| This PowerPoint presentation from the National Center for Student Progress Monitoring 2006 Summer Institute discusses issues related to successfully implementing CBM at the school or district level, including administrative leadership and support for staff. Participants at the Institute learned how to structure a CBM implementation process that includes and supports teachers as they implement this important practice, as well as how CBM can fit within a Response to Intervention model. This presentation also addresses how to support the implementation of CBM in classes that have students with disabilities and/or English Language Learners. Handouts are also available for downloading. | ||||||||
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This presentation, delivered at the State ISC (Information Sharing Community) Meeting on October 3 and 4, 2005 by Dr. Diane Bryant of The University of Texas at Austin, describes one example of a multi-tiered intervention model for math in grades K - 2. It includes a PowerPoint and transcript; other helpful resources on math interventions within a Response to Intervention framework are provided at the end of the PowerPoint. Audio of the event is also available online. |
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| This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, provides a review of meta-analysis findings on effective instructional practices for elementary and middle school students in the delivery of mathematics instruction. | ||||||
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| This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, provides an overview of progress monitoring systems that can be used to track student growth in elementary mathematics. | ||||||
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| This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, describes the critical content that teachers need to know and convey to their students to ensure successful math outcomes. | ||||||
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| This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, reviews key principles for conducting screening and progress monitoring in mathematics with key examples of measures provided. | ||||||
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| This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, describes assessments that can be used to determine students who are struggling with pre-algebra and algebra and monitor their progress towards acquiring knowledge in these areas. | ||||||
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| This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, provides a review of the the new NCTM focal points and the process of constructing the focal points. | ||||||
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| This PowerPoint, presented at the November 13-14, 2006, Math Summit: Providing Evidence-Based Practices and Implications of NCTM Focal Points, provides a review of the advances made in screening kindergarten and first grade students for mathematics difficulty. | ||||||
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| During the past decade, debates have continued between mathematicians and math educators. This document represents an attempt to identify at least three fundamental positions upon which mathematicians and math educators may be able to agree. They are that: 1) basic computational skills with numbers provide a crucial foundation for higher level mathematics; 2) math requires careful reasoning about precisely defined objects and concepts; and, 3) students must be able to formulate and solve problems. The authors concur that discourse is necessary in order to continue to seek common ground in their mutual efforts to improve K-12 mathematics teaching and learning. The whole document is available for viewing or downloading at http://www.maa.org/common-ground/cg-report2005.html | ||||
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