Tackling Complex Math: Five Instructional Practices to Support Middle School Students.
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| Title: | Tackling Complex Math: Five Instructional Practices to Support Middle School Students. |
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| Authors: | Lariviere, Danielle O.1 (AUTHOR) danielle.lariviere@utexas.edu, MacLean, Katie B.1 (AUTHOR), Mao, Jessica1 (AUTHOR), Powell, Sarah R.1 (AUTHOR) |
| Source: | Teaching Exceptional Children. Mar/Apr2026, Vol. 58 Issue 4, p244-257. 14p. |
| Subject Terms: | *Explicit instruction, *Problem solving, *Mathematics education (Middle school), *Teaching methods, *Mathematical ability testing, *Common Core State Standards |
| Abstract: | This article focuses on instructional practices to support middle school students with mathematics difficulty (MD), a term describing students with disabilities or those at risk who struggle with math proficiency. It outlines the increasing complexity of middle school math content aligned with the Common Core State Standards and highlights challenges faced by students with MD, including foundational skill gaps and difficulties with abstract concepts, vocabulary, and multistep word problems. The article recommends five research-validated instructional practices: explicit instruction, use of multiple representations (concrete, pictorial, and abstract), fluency-building in math facts and procedures, targeted math-vocabulary instruction, and word-problem strategy instruction incorporating attack strategies and schema recognition. These integrated approaches aim to improve conceptual understanding, procedural skills, and problem-solving abilities for diverse learners with MD in middle school. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article focuses on instructional practices to support middle school students with mathematics difficulty (MD), a term describing students with disabilities or those at risk who struggle with math proficiency. It outlines the increasing complexity of middle school math content aligned with the Common Core State Standards and highlights challenges faced by students with MD, including foundational skill gaps and difficulties with abstract concepts, vocabulary, and multistep word problems. The article recommends five research-validated instructional practices: explicit instruction, use of multiple representations (concrete, pictorial, and abstract), fluency-building in math facts and procedures, targeted math-vocabulary instruction, and word-problem strategy instruction incorporating attack strategies and schema recognition. These integrated approaches aim to improve conceptual understanding, procedural skills, and problem-solving abilities for diverse learners with MD in middle school. [Extracted from the article] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599251346713 |
