Better Math Instruction

Debbie Cargill
Jan 11, 2010

Better - Evidence-based Education is a publication of the University of York Institute for Effective Education. A recent issue focused on math. The issue included a review of research on math programs in both elementary and middle/high schools. The conclusions were:

• No evidence that different curricula produce different outcomes.
• Limited evidence that computer-assisted-instruction improves learning.
• Strong evidence that using effective teaching strategies can make a difference.

Kyriacou identified these strategies as effective in raising student achievement:

• Small group work - increases student engagement by providing a safe environment in which students can share ideas and metacognitive strategies - specifically, how the student thinks about a problem-solving task.
• Challenging tasks - encourages students to think at a deeper level.
• Teacher-student and student-student dialogue - provides for more challenging questions and encourages students to explain/justify answers.

Hiebert and Grouws concluded that intentionally and explicitly talking about and working on mathematical relationships and rapid pacing, modeling, and error-free practice were effective strategies for math instruction.

The LEARNING-FOCUSED Comprehensive Math Model K-5 suggests that students should have opportunities to explore, conjecture, explain, reason, and justify during mathematics instruction. The Acquisition Lesson framework encourages the inclusion of research-based strategies that impact student achievement. Every component of the Acquisition Lesson has a significant purpose in facilitating learning and creating understanding for the student.

For more information on the LEARNING-FOCUSED Math Instruction Collection click here.