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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.
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]
Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Tackling Complex Math: Five Instructional Practices to Support Middle School Students.
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  Data: <searchLink fieldCode="JN" term="%22Teaching+Exceptional+Children%22">Teaching Exceptional Children</searchLink>. Mar/Apr2026, Vol. 58 Issue 4, p244-257. 14p.
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/00400599251346713
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        Text: English
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      – SubjectFull: Mathematics education (Middle school)
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      – SubjectFull: Mathematical ability testing
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      – SubjectFull: Common Core State Standards
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              Text: Mar/Apr2026
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              Y: 2026
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