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ERIC Number: EJ1011763
Record Type: Journal
Publication Date: 2013-May
Pages: 10
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1053-4512
Explicit Mathematics Instruction: What Teachers Can Do for Teaching Students With Mathematics Difficulties
Doabler, Christian T.; Fien, Hank
Intervention in School and Clinic, v48 n5 p276-285 May 2013
This article describes the essential instructional elements necessary for delivering explicit mathematics instruction to students with mathematics difficulties. Mathematics intervention research indicates that explicit instruction is one of the most effective instructional approaches for teaching students with or at risk for math difficulties. Explicit instruction is a systematic approach that facilitates important instructional interactions between teachers and students around critical math content. This article describes a framework for delivering explicit math instruction in the early grades. Although the explicit framework is relevant across the range of early math content (i.e., measurement, geometry), the focus is on explicit instruction in the context of teaching place value concepts in kindergarten and first grade classrooms. Place value is a critical component of whole-number understanding and a necessary concept for students to develop mathematical proficiency. Key questions associated with explicit math instruction are also addressed. (Contains 4 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Kindergarten; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080114; R324A090341