Mathematics is a field of study involving numbers and specialized operations that make dealing with quantities easier for us. Difficult concepts of time, speed, velocity, heat, light, valences etc. are easy to understand with the help of mathematical symbols and operations. However, pure mathematics that is explained using symbols and signs alone is complex and goes beyond numbers. Mathematics consists of many subfields such as, geometry, algebra, trigonometry, calculus, etc.
Numeracy is a concept that is referred to as the ability to make use of mathematical concepts adeptly in our daily lives. There is quite a bit of similarity and overlapping between numeracy and mathematics. Much evidence suggests that students must be explicitly taught mathematical concepts in a carefully scaffolded manner in order for successful learning to occur.
Teaching for growth: effective teaching of literacy and numeracy
Teaching for Growth explored the relationship between children’s growth in literacy and numeracy and teachers’ classroom teaching practices. It…
Teaching for Growth explored the relationship between children’s growth in literacy and numeracy and teachers’ classroom teaching practices. It comprised two related studies: a study of teachers’ practices and children’s growth in literacy in Pre-primary and Year 1; and…
Teaching for Growth explored the relationship between children’s growth in literacy and numeracy and teachers’ classroom teaching practices. It comprised two related studies: a study of teachers’ practices and children’s growth in literacy in Pre-primary and Year 1; and a study of teachers’ practices and children’s growth in numeracy in Year 8.
Early years literacy and numeracy
In this School Improvement podcast from Teacher magazine, Rebecca Vukovic interviews the Association of Independent Schools New South Wales (AISNSW) Head…
In this School Improvement podcast from Teacher magazine, Rebecca Vukovic interviews the Association of Independent Schools New South Wales (AISNSW) Head of Student Services, Lisa Ridings, about a targeted early years program.
In this School Improvement podcast from Teacher magazine, Rebecca Vukovic interviews the Association of Independent Schools New South Wales (AISNSW) Head of Student Services, Lisa Ridings, about a targeted early years program.
Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades
This practice guide provides evidence-based practices that can help teachers tailor their instructional approaches and/or their mathematics intervention programs…
This practice guide provides evidence-based practices that can help teachers tailor their instructional approaches and/or their mathematics intervention programs to meet the needs of their students.
This practice guide provides evidence-based practices that can help teachers tailor their instructional approaches and/or their mathematics intervention programs to meet the needs of their students.
Explicit Instruction in Mathematics
In this Current Practice Alert, we examine the effectiveness of explicit instruction for improving mathematics outcomes for students with…
In this Current Practice Alert, we examine the effectiveness of explicit instruction for improving mathematics outcomes for students with learning disabilities (LD). Explicit instruction is “a structured, systematic, and effective methodology for teaching academic skills. It is called explicit…
In this Current Practice Alert, we examine the effectiveness of explicit instruction for improving mathematics outcomes for students with learning disabilities (LD). Explicit instruction is “a structured, systematic, and effective methodology for teaching academic skills. It is called explicit instruction because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery procedures” (Archer & Hughes, 2011, p. 1). We use explicit instruction synonymously with direct instruction to refer to instruction that incorporates the following teaching behaviors: logical sequencing (i.e., lessons build on one another), review of previous content, teacher-directed presentation and modeling, guided and repeated practice with specific feedback, independent practice by learners, curriculum-based assessments, and periodic review (Archer & Hughes, 2011; Gersten et al., 2009; Rosenshine & Stevens, 1986). Although Direct Instruction (DI; Carnine,1997; Tarver, 1999), the scripted and sequenced program of instruction, represents one model of explicit instruction, most forms of explicit instruction omit some specific elements of DI (e.g., scripted teaching).