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Preparing Preservice Teachers to Teach Students Who are at Risk for Mathematics Disabilities: Evidence-Based Practices for Early Mathematics Instruction
Unformatted Document Text:  06AACTE proposal 2 based on both qualitative and quantitative results will be presented. The information proposed for this presentation stems from research by the authors on identifying evidence-based early mathematics practices (K-2) for students who are at risk for mathematics disabilities. Three kindergarten and three first grade teachers participated in a yearlong research project that focused on adapting typical mathematics instruction for struggling students. A comparison group was employed as part of the research design. The relevance of this presentation relates to the need for preservice teacher preparation programs to offer educators evidence-based instructional practices to bolster mathematics performance in the early grades. As shown by the early reading research, early intervention can reduce referrals to special education by offering struggling students appropriate interventions in the early grades. Implication for Action In response to NCLB, teacher preparation programs must address the academic needs of students who experience not only early reading difficulties but also early mathematics difficulties. Because of this overview, participants will have examples of evidence-based practices for students who are at risk for mathematics difficulties that can be integrated into mathematics methods courses. Also, there is a need for future research on early mathematics instruction; research ideas will be discussed as an action item. Section II Learner Outcomes Participants will learn about the ADAPT framework that can be used in mathematics methods courses. Participants will learn about how appropriate adaptations to typical instruction can be implemented in K-1 classrooms. Participants will identify research action items related to early mathematics practices for struggling students. Methods We will provide a brief overview of the project to inform participants about the research procedures. Then, we will focus primarily on the evidenced-based exemplary practices that were employed with the kindergarten and first grade teachers. The practices will include a description of the ADAPT framework and the implementation of this framework within typical mathematics instruction. Handouts will be provided so that participants can use the materials as part of course instruction.

Authors: Bryant, Diane. and Bryant, Brian.
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06AACTE proposal
2
based on both qualitative and quantitative results will be presented. The information
proposed for this presentation stems from research by the authors on identifying
evidence-based early mathematics practices (K-2) for students who are at risk for
mathematics disabilities. Three kindergarten and three first grade teachers participated in
a yearlong research project that focused on adapting typical mathematics instruction for
struggling students. A comparison group was employed as part of the research design.
The relevance of this presentation relates to the need for preservice teacher
preparation programs to offer educators evidence-based instructional practices to bolster
mathematics performance in the early grades. As shown by the early reading research,
early intervention can reduce referrals to special education by offering struggling students
appropriate interventions in the early grades.
Implication for Action
In response to NCLB, teacher preparation programs must address the academic
needs of students who experience not only early reading difficulties but also early
mathematics difficulties. Because of this overview, participants will have examples of
evidence-based practices for students who are at risk for mathematics difficulties that can
be integrated into mathematics methods courses. Also, there is a need for future research
on early mathematics instruction; research ideas will be discussed as an action item.
Section II
Learner Outcomes
Participants will learn about the ADAPT framework that can be used in
mathematics methods courses.
Participants will learn about how appropriate adaptations to typical instruction can
be implemented in K-1 classrooms.
Participants will identify research action items related to early mathematics
practices for struggling students.
Methods
We will provide a brief overview of the project to inform participants about the
research procedures. Then, we will focus primarily on the evidenced-based exemplary
practices that were employed with the kindergarten and first grade teachers. The practices
will include a description of the ADAPT framework and the implementation of this
framework within typical mathematics instruction. Handouts will be provided so that
participants can use the materials as part of course instruction.


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