SN Vol. 32, No. 4 | Mar./Apr. 2024
Featured Article: Using the Strategic Math Series and Evidence-Based Practices to Improve Achievement
by Bradley Kaffar, Co-Director of ISMI at KUCRL, and Professor of Special Education at St. Cloud State University (MN)
Mathematics is challenging for many students with disabilities and students receiving tiered interventions, and their achievement is a concern among teachers. Difficulties in mathematics are often related to deficits in conceptual and procedural knowledge of numbers and operations and a lack of problem-solving skills. The increased emphasis on standards-based instruction requires teachers to use effective and efficient practices. Mathematics standards prioritize the use of varied approaches to computation that requires conceptual understanding of numbers, operations, and relations between operations. Therefore, evidence-based practices must be implemented for students to demonstrate conceptual and procedural knowledge and problem-solving skills in mathematics. Using the Strategic Math Series and evidence-based practices improves achievement.
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