Ch 3 Evidence Based Practice 2
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School
Bridgewater State University *
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Course
365
Subject
Mathematics
Date
Apr 3, 2024
Type
Pages
3
Uploaded by ConstableIceLeopard23
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Response Guide for Chapter 3: Overview of Evidence-Based Practices for Teaching Mathematics
1.
What is the core curriculum, and where is it provided?
The core curriculum is instruction that ALL students receive. Anything that happens in a general
ed classroom is considered to be a part of the core curriculum. The core curriculum also includes
any other instruction or support provided in tier 1. It is provided at tier 1.
2.
What are the recommendations of the National Mathematics Advisory Panel?
The first recommendation was for the curriculum for pre-k - 8th grade to emphasize critical
topics. This was to minimize time spent on less critical content, and ensure optimal progress by
ensuring that the critical points were covered. The next recommendation was to teach critical
foundations to a mastery level by the grade indicated. So that revisiting each topic year after
year with no closure is avoided.
3.
What is the CPA continuum?
The CPA continuum is when kids start by using 3D models and manipulatives in math. Then once
they've mastered concepts using the 3D models they move on to using 2D pictorial models.
Once those are mastered they begin to incorporate words and abstract symbols into their work.
This progression is known as the CPA continuum.
4.
What needs to be considered when selecting a high-quality program for teaching
Mathematics?
When considering a high quality program for teaching mathematics is by taking into account the
children's demographic, socio-economic status, and if they are native English language speakers,
have a disability or are transient. It cannot be assumed that because one program worked for
one setting of students the same will apply with a different set of students.
5.
Where can schools find summaries of the research for commercially available instructional
materials?
Several organizations maintain a database summarizing the research on commercially available
instruction materials. Some examples are The What Works Clearinghouse. Another is The Best
Evidence Encyclopedia. The second one was created by Johns Hopkins University.
6.
What organizations recommend using Explicit Instruction for struggling learners and why?
The Council for Exceptional Children, the National Center on Intensive Intervention, the National
Mathematics Advisory Panel, the High Level Practices for Special Education, the What Works
Clearinghouse Practice Guide, and High Leverage Practices in Special Education all recommend
using explicit instruction during more intensive interventions. At higher levels of support explicit
instruction should be the predominant instructional method.
7.
Why is it critical to use the CPA continuum during interventions?
Students who struggle with mathematics struggle with being able to use abstract symbols in
math. They need to experience mathematical concepts by dramatizing problems or using
manipulatives, before then moving to 2d representations of the problem and finally progressing
to incorporating abstract symbols into their work. Studies show that typical textbooks do not
provide adequate concrete and pictorial models of mathematical problems, and instead rely on
abstract words and symbols.
8.
How much repetition at each level of the CPA do students who struggle with mathematics
typically need?
Students who struggle with mathematics typically need about 3 lessons at the concrete level,
each consisting of about 20 problem lessons before they are ready to move on. Then 3
20-problem lessons at the pictorial level before they have developed a conceptual understanding
and are able to work at the abstract level.
9.
In the early grades, what needs to be the focus of instruction for Tier 2 and 3 students?
In early grades interventions requiring tier 2 and 3 should focus mainly on counting, number
value, place value, and operations with whole numbers. Topics like geometry, measurement, and
data analysis are also important but some coverage on those topics will be done in the gen ed
classroom as well.
10. Why is it important to help students build fluent retrieval of basic facts?
It is important because students need a conceptual understanding of the basics to then be able
to grasp the concept of order of operations and be able to move onto more complex problems.
11. What is important for learning to solve word problems?
It is important to understand the problem, devise a plan, carry out the plan, and look back and
reflect on the plan. It can produce a lot of improvement in students' problem solving strategies.
When focusing on underlying structures students learn to recognize problem patterns, and then
learn to organize information.
12. Why is it important to address student motivation?
Due to their past failures, they may be hesitant or approach math problems with trepidation.
Therefore effective intervention must address student motivation.
13. For Tier 2, what does it mean to “intensify” instruction?
There are many validated programs that are offered by publishers. These programs show
positive evidence gathered during at least one well conducted randomized control trial that the
program improves the outcomes of students with mathematical disabilities. If the program is
validated it is appropriate to use in tier 2 intervention. However, many teachers do not have
access to these programs. In those instances those interventionists need to make adaptations to
the existing programs to “intensify” them to properly meet the students' needs.
14. What needs to be done to help students in Tier 3?
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