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ERIC Number: EJ1174533
Record Type: Journal
Publication Date: 2018-Apr
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1074-2956
Three Student Engagement Strategies to Help Elementary Teachers Work Smarter, Not Harder, in Mathematics
Hirsch, Shanna E.; Ennis, Robin Parks; Driver, Melissa K.
Beyond Behavior, v27 n1 p5-14 Apr 2018
Many students with and/or at risk for emotional and behavioral disorders have academic deficits that affect their performance in mathematics. In addition, these students' behavioral issues may interfere with their academic achievement. For these students, it makes sense for teachers to consider implementing research- and/or evidence-based practices that simultaneously promote mathematics fluency and increased academic engagement. The purpose of this article is to provide teachers with three instructional practices that we believe can easily be integrated into mathematics instruction. The practices are opportunities to respond, token economy, and self-monitoring.
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A